Contents

School information ......2

Summary for parents and the community ........................................................................................ 3
Main inspection report ..................................................................................................................... 10
1. Students achievement ...............................................................................................................................11
2. Students personal and social development, and their innovation skills ................................................15
3. Teaching and assessment ...........................................................................................................................17
4. Curriculum ....................................................................................................................................................18
5. The protection, care, guidance and support of students ..........................................................................19
Provision for students with special educational needs and disabilities (SEND) ......................................20
6. Leadership and management .....................................................................................................................21
The views of the parents, teachers and students ......................................................................................23

Emirates English Speaking School - Inspection Report 2015-2016

School information
General information

Students

Teachers / Support staff

Curriculum

Location

Al Safa

Type of school

Private

Opening year of school

1979

Website

www.eess.sch.ae

Telephone

04-3947355

Address

PO Box: 7575 Dubai

Principal

Shah Shamsuddin Usmani Tabrez

Language of instruction

English

Inspection dates

19 to 22 October 2015

Gender of students

Boys and girls

Age range

4-18

Grades or year groups

Kindergarten 1 to Grade 12

Number of students on roll

1,770

Number of children in pre-kindergarten

Number of Emirati students

Number of students with SEND

23

Largest nationality group of students

Indian

Number of teachers

101

Largest nationality group of teachers

Indian

Number of teaching assistants

11

Teacher-student ratio

1:24

Number of guidance counsellors

Teacher turnover

21%

Educational permit / Licence

Indian

Main curriculum

CBSE

External tests and examinations

ACER, IBT and CBSE

Accreditation

CBSE

National Agenda benchmark tests

IBT

Emirates English Speaking School - Inspection Report 2015-2016

Summary for parents and the community

Summary for parents and the community

Emirates English Speaking School was inspected by DSIB from 19 to 22 October 2015. The overall quality of
education provided by the school was found to be acceptable.
In order to judge the overall quality of education provided by the school, inspectors considered six key standards
of performance. Inspectors looked at childrens attainment and progress in key subjects, their learning skills and
their personal and social development. They judged how effective teaching and the assessment of learning were
across the school. Inspectors considered how well the schools curriculum, including activities inside and outside
classrooms, met the educational needs of all children. They judged how well the school protected and supported
children. In addition inspectors judged the effectiveness of leadership and governance, including management,
staffing, facilities and resources.
The inspection judgements were drawn from evidence gathered by the inspection team, including observing
children learning in lessons, looking at their work, talking with children, meetings with the staff, parents and
governors, and reviewing the parents, teachers and senior students surveys.
family

Emirates English Speaking School - Inspection Report 2015-2016

How well did the school perform overall?

Overall, Emirates English Speaking School provided an acceptable quality of education for its students.

While students made good progress in Islamic education, their progress and attainment in learning Arabic
as an additional language was weak in all phases. Their attainment and progress in mathematics and
science were acceptable in all phases, while in English these were acceptable in the kindergarten (KG) and
primary, and good in the middle and secondary phases. The quality of students learning skills was
acceptable at all phases, with critical thinking and problem solving skills being underdeveloped across the
school.

Students, particularly those in the secondary phase, were mature and sensible and demonstrated positive
attitudes in class. They had an adequate appreciation and understanding of how Islamic values influenced
contemporary United Arab Emirates (UAE) society. Students were aware of their responsibilities within the
school community and knew how they could help in school activities. Their involvement in the local
community was irregular, with most of the activities relating to sporting events.

The quality of teaching for effective learning was acceptable in the KG and the primary phase. It had
improved since the previous inspection in the KG. It was good in the middle and secondary phases. The
assessment of learning was acceptable in the KG, middle and secondary phases but was weak in the
primary phase.

The quality of curriculum design was acceptable at all phases. The curriculum did not adequately support
students studying Islamic education and Arabic as an additional language, and those who were
experiencing learning difficulties. The quality of curriculum adaptation was weak in the KG, primary and
middle phases. It was acceptable in the secondary phase.

Health and safety arrangements were good in all phases, but the quality of care and support was only
acceptable in the KG and primary phases. Support for students with special educational needs and
disabilities (SEND) was weak.

The quality of leadership, governance, and management, staffing and resources was acceptable. Scholl
self-evaluation was weak and the partnership with parents was good. School leaders were committed to
the schools ongoing improvement journey; however, capacity for improvement was limited.

What did the school do well?

Students' attitudes and behaviour were good and they demonstrated responsible attitudes.

Students showed a secure understanding of Islamic values.

The school had good arrangements to ensure students health, safety and security.

The staff's relationships with students and parents were strong.

Learning experiences for children in the KG had improved since the previous inspection.

Emirates English Speaking School - Inspection Report 2015-2016

What does the school need to do next?

Raise attainment and progress for all students in all subjects and improve the quality of teaching and
learning across all phases by:
o
o
o
o
o

providing a greater focus on student progress during lessons

training and encouraging teachers to use a greater range of teaching strategies
providing students with more opportunities for practical and investigative work
involving students more in leading their own learning and assessment
using assessment information to set subject-specific targets for all students

Ensure that school improvement goals are challenging, achievable and based on rigorous and systematic
analysis of students', and groups of students', progress and performance data.

Ensure that more rigorous and effective procedures for the early identification and support of students
with SEND and those who are gifted and talented are established.

How well did the school provide for students with special educational needs and disabilities?

Provision for students with SEND was weak. The SEND coordinator was training the staff to become more
effective in meeting the needs of students who found learning difficult.

Students with SEND had been assessed by a professional outside of school. Teachers were aware of other
students who were having difficulty learning.

Parents appreciated the support given to their children and did all they could to help them at home or in
school.

Teachers were not always effective in meeting the needs of students with SEND and had no additional
support or specialist equipment to help them in the classroom.

The amount of progress made by students with SEND was too varied.

Emirates English Speaking School - Inspection Report 2015-2016

National Agenda Parameter

In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime
Minister of UAE, and Ruler of Dubai, launched the UAE National Agenda 2021, with
education being a prime focus. The National Agenda includes two major objectives
developed with the intent of placing the UAE among the most successful countries that
provide world-class education. By 2021, it is expected that the UAE will feature in the top
twenty countries in the Programme for International Student Assessment (PISA) test and
in the top fifteen countries in the Trends in Mathematics and Science Studies (TIMSS)
test.
In response to this, each participating school was issued a report on their students performance in these
international assessments and in addition, they were provided with clear targets for improving their performance.
This academic year, KHDA introduced the National Agenda Parameter, which is a method for measuring and
monitoring schools progress towards achieving their individual National Agenda targets though the use of
external benchmarking assessments.

Main points:

The school did not fully meet the registration requirements of the National Agenda Parameter. Progress
towards meeting the National Agenda targets was not secure.

The principal, senior staff members and heads of departments promoted awareness of the UAE National
Agenda in a range of ways. Older students were aware of the importance of the National Agenda, and
teachers had knowledge of where the school stood against its targets. Senior staff members had not
successfully raised awareness among parents about the importance and implications of the National
Agenda and the progress the school was making towards meeting its targets.

The staff had partially aligned the curriculum to reflect the requirements of the TIMSS and PISA
international assessments. New textbooks and an online virtual learning environment had been
introduced.

Heads of the English, mathematics and science departments had worked with their colleagues to identify
how lessons needed to change to reflect the requirement of TIMSS and PISA. Teachers rarely used
approaches which developed students' skills in critical thinking, open-ended problem solving, or
investigating.

Students rarely used learning technologies or other resources to develop their research skills in order to
meet the requirements of the National Agenda.

Emirates English Speaking School - Inspection Report 2015-2016

Innovation in education
The UAE Vision 2021 sets out the National Agenda for the UAE to be among the most
innovative nations in the world. The National Innovation Strategy sets the context for
innovation and innovative leadership. It provides a basis for evaluating public and private
schools in order to deliver a world-class education for all children in the UAE.
Innovation is driven by a commitment to excellence and continuous improvement. It is based
on curiosity, the willingness to take risks, to experiment and to test assumptions as well as
questioning and challenging the status quo. Being innovative is about looking beyond what
we currently do well, identifying the great ideas of tomorrow and putting them into practice.

Promoting a culture of innovation:

School leaders had understood the importance of responding to the National Agenda to promote a culture
of innovation. They had clear understanding of the potential for promoting an innovation culture in
teaching and learning practices, but had not yet produced a strategic plan for achieving it. Consideration
was being given to how to develop teachers and leaders knowledge about and capacity for innovation.
Leaders were considering how best to adapt the curriculum and activity programmes for students to
develop their innovation skills.

Emirates English Speaking School - Inspection Report 2015-2016

Overall school performance

Acceptable
1. Students achievement

Islamic education

Arabic as a first
language

Primary

Middle

Secondary

Attainment

Not applicable

Acceptable

Acceptable

Good

Progress

Not applicable

Good

Good

Good

Attainment

Not applicable

Not applicable

Not applicable

Not applicable

Progress

Not applicable

Not applicable

Not applicable

Not applicable

Attainment

Not applicable

Weak

Weak

Weak

Progress

Not applicable

Weak

Weak

Weak

Attainment

Acceptable

Acceptable

Good

Good

Acceptable

Good

Good

Acceptable

Acceptable

Arabic as an
additional language

KG

English

Progress
Mathematics

Science

Acceptable

Attainment

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Primary

Middle

Acceptable

Acceptable

KG
Learning skills

Acceptable

Emirates English Speaking School - Inspection Report 2015-2016

Acceptable

Acceptable
Acceptable

Acceptable
Secondary
Acceptable

2. Students personal and social development, and their innovation skills

KG
Personal development

Primary

Middle

Secondary

Good

Good

Very good

Acceptable

Good

Acceptable

Acceptable

Good

Good

Understanding of Islamic values and

awareness of Emirati and world
cultures
Social responsibility and innovation
skills

Acceptable
Acceptable

Acceptable

3. Teaching and assessment

Teaching for effective learning

Assessment

KG

Primary

Middle

Secondary

Acceptable

Acceptable

Good

Good

Weak

Acceptable

Acceptable

Acceptable

4. Curriculum
KG

Primary

Middle

Secondary

Curriculum design and

implementation

Acceptable

Acceptable

Acceptable

Acceptable

Curriculum adaptation

Weak

Weak

Weak

Acceptable

5. The protection, care, guidance and support of students

Health and safety, including

arrangements for child protection /
safeguarding
Care and support

KG

Primary

Middle

Secondary

Good

Good

Good

Good

Acceptable

Acceptable

Good

Good

6. Leadership and management

All phases
The effectiveness of leadership

Acceptable

School self-evaluation and improvement planning

Weak

Parents and the community

Good

Governance

Acceptable

Management, staffing, facilities and resources

Acceptable

Emirates English Speaking School - Inspection Report 2015-2016

Main inspection report

Main inspection report

The Dubai Schools Inspection Bureau (DSIB) is responsible for inspecting and reporting on the standards
reached by students and the quality of education provided in Dubais private schools.

Judgements are made on a six-point scale

Very weak

Weak

Accepable

Good

Very good

Outstanding

Using this scale, the Main inspection report contains the judgements about the different aspects,
phases and subjects that form the work of the school.
It provides the reasons for the answers to the questions in the Summary for parents and the
community:

How well did the school perform overall?

What did the school do well?
What does the school need to do next?

Emirates English Speaking School - Inspection Report 2015-2016

10

1. Students achievement

KG
Subjects

Attainment

Progress

Islamic education

Not applicable

Not applicable

Arabic as a first language

Not applicable

Not applicable

Arabic as an additional language

Not applicable

Not applicable

English

Acceptable

Acceptable

Mathematics

Acceptable

Acceptable

Science

Acceptable

Acceptable

Children joined the KG with limited language and communication skills as not all of them spoke English at
home. Children in KG 1 achieved acceptable standards in speaking and listening. They made acceptable
progress in recognising and forming letters. Most knew the sounds that initial letters made. Older children
in KG 2 achieved acceptable standards in speaking, listening, reading and writing. They could blend twoletter initial sounds and were beginning to become confident early readers. They recorded their feelings
and ideas and told simple stories using their emerging writing skills. Their progress was acceptable
although the most able children were not sufficiently challenged.

In KG 1 most children recognised the names of numbers up to 10 and counted objects accurately. They
were able to count forwards and backwards within 10 and knew the number before and after. In KG 2
children recognised simple shapes and drew them accurately. They compared shapes they found in their
outdoor investigations with those on their work sheets. Across KG 2 progress was acceptable. Children
were beginning to record and calculate simple number equations and using addition and subtraction. In
both KG 1 and KG 2 children did not have the skills necessary to solve simple mathematical problems or
recognise sequences.

In science, children in KG 1 and KG 2 were curious about, and looked carefully at plants. Older children
knew that plants needed water and light to thrive. However, they were not developing a good
understanding of how to undertake simple investigations systematically or how to group objects by
common characteristics. They also had difficulty in explaining how some things change and others remain
the same, for example when they are heated or cooled. There were few practical resources available for
the children to use.

Emirates English Speaking School - Inspection Report 2015-2016

11

Primary
Subjects

Attainment

Progress

Islamic education

Acceptable

Good

Not applicable

Not applicable

Weak

Weak

Acceptable

Acceptable

Arabic as a first language

Arabic as an additional language
English
Mathematics
Science

Acceptable
Acceptable

Weak
Acceptable

In Islamic education, students were able to talk about the Pillars of Islam and had developed an
understanding of the context of fasting during Ramadan through their own family experiences. Their
recitation skills were not well developed and they were insecure in their understanding of the meaning
of what they were reciting. In the absence of international benchmarks tests for Islamic education,
attainment in this phase was measured as acceptable against curriculum and national standards. Given
the students starting points progress was better than expected.

In Arabic as an additional language, students' reading and writing skills were underdeveloped. Students
skills in speaking and listening were not adequately building and supporting the skills needed for reading
and writing. Students use of the appropriate phonics, when speaking, was insecure. Standards were less
than acceptable because of these wide insecurities. These uncertainties were partly due to the lack of
availability of measures of attainment and progress, especially in national and international terms. Only
curriculum benchmarks were available and used.

In English in this phase the school was inconsistent in measuring students attainment and progress against
national and international expectations. Standards of achievement and progress were broadly acceptable
but many students were capable of achieving more and progressing more rapidly. Most students had
command of a varied vocabulary and so were quite confident when listening and speaking. They were
much more confident when speaking than when reading. Their writing was often inaccurate. The most
able students were not sufficiently challenged and those with SEND did not progress as well as they could.

In mathematics, students were developing their levels of understanding of numerical calculations and
geometric concepts, but their attainment was not good when compared to national and international
expectations. As in other subjects, attainment and progress was not measured consistently using these
benchmarks. Levels of achievement were not better than they were because students progress was too
slow. Students problem solving and investigative skills were underdeveloped. The most able students
were not challenged sufficiently. Overall the levels achieved across the phase were acceptable, but
progress was not.

In science, students were confident in undertaking simple investigatory work but these were often at too
low a level. For example, students enjoyed discussing the conclusions from their investigations but these
did not go into sufficient depth to help bring their attainment and progress to good levels. Students
performance was not measured consistently against national and international benchmarks. Some clear
connections were made between the lessons subject content and the real world. These links were not
developed as well as they might have been to reinforce the main scientific points in the learning.

Emirates English Speaking School - Inspection Report 2015-2016

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Middle
Subjects

Attainment

Progress

Islamic education

Acceptable

Good

Not applicable

Not applicable

Arabic as an additional language

Weak

Weak

English

Good

Good

Mathematics

Acceptable

Acceptable

Science

Acceptable

Acceptable

Arabic as a first language

In Islamic education, the progress students made from their starting points was good but not sufficient to
raise their attainment to good. As in previous phases, international benching of standards was not
available, though progress was measured against curriculum standards. Students understood and
explained the importance of obeying their parents in line with the key Islamic principles and values rooted
in the Holy Qur'an versus, Hadeeth and the teaching of Islamic scholars. Students progressed well because
of ways in which they could articulate their understanding and were able to think and reflect on their own
experiences and how they could be better Muslims.

In learning Arabic as additional language, students' listening and responding skills were better than their
speaking, reading and writing skills. Consequently, overall levels of attainment were weak and rates of
progress in this subject in this phase were too slow. Limited access to measures of attainment and progress
aggravated the development of an understanding of wider expectations. Students struggled when asked
to read unfamiliar words and short phrases, or to explain the meaning of what they read.

In English, by this phase, students were making better progress and attaining more highly than in previous
phases. From general benchmarks available, attainment and progress were good. Most students could
hold brief conversations and answer specific questions on familiar topics. Most spoke confidently and were
developing their vocabulary. Most students read well but their writing skills were less developed. Most
groups made similarly good progress except for those with SEND who did not make progress that was
consistently good.

In mathematics, acceptable attainment had been maintained, as in the primary phase, but rates of
progress had improved to an acceptable level. This was because most students had developed their
knowledge and understanding of mathematical language and concepts in line with expected levels. They
were successfully developing their problem solving and reasoning skills. Most groups in the middle phase
were making similarly acceptable progress. However, the rates of progress by those students with SEND
were too varied over time across this phase.

Students demonstrated levels of knowledge and skills in science that were at least in line with curriculum
standards. They were not good when compared with wider international benchmarks. Students were
confident in undertaking experimental and investigatory work. They enjoyed drawing conclusions from
their results and discussing the outcomes and significance of the experiment, but these were not
developed to a good standard. Clear connections were made between the lesson subject content and the
real world and students were encouraged to propose links themselves.

Emirates English Speaking School - Inspection Report 2015-2016

13

Secondary
Attainment

Progress

Good

Good

Not applicable

Not applicable

Arabic as an additional language

Weak

Weak

English

Good

Good

Subjects
Islamic education
Arabic as a first language

Mathematics

Acceptable

Acceptable

Science

Acceptable

Acceptable

In Islamic education, students understood and applied their knowledge of the Islamic rules and laws to an
in-depth appreciation of the great dangers in the use of recreational drugs. Students successfully
connected Islamic laws to countering real social problems. The good progress that students had made in
previous phases was, in this phase, beginning to show in their good attainment. Students were able to
recite the relevant versus from the Qur'an and linked them to the Fiqh principles. Different groups of
students made good progress.

In learning Arabic as additional language, students struggled with basic vocabulary when reading and
writing to express ideas, opinions or personal points of view. Students lacked confidence when answering
questions they were not prepared for. The inadequacies in the earlier phases had not provided a platform
for the attainment and progress of the senior school students overall to reach acceptable standards or to
make acceptable rates of progress in Arabic as an additional language. Similarly, different groups of
students made less than acceptable progress.

In English, in this phase the school built upon and maintained the good attainment and progress of the
middle phase. External benchmarks such as those from examination results indicated good levels.
Students confidently explored more complex texts than they had experienced previously and expressed
ideas effectively in their own words. Their independent writing was developing well and was often of
extended length. Students spoke well and displayed a sound grasp of the English language. Generally
most groups including those with SEND made good progress.

Attainment and progress in mathematics were not as good as in English. This was reflected in external
examination results. Progress was better in those lessons during which students were faced with
challenging problems, for example when working out how to make a geometrical construction of a foursided figure. In most lessons, however, tasks were not sufficiently challenging or open-ended. As a result,
only a few students made good progress though generally it was acceptable. Students' knowledge was
well developed, for example most knew the formula for calculating the surface area of a cylinder and for
dividing a line in certain ratios. On the other hand, problem-solving, investigation and computational skills
were not well developed. The progress of different groups of students was too varied, including those
with SEND.

In external science examinations, most students attained levels that were in line with national and
international standards. Similarly, progress was in line with acceptable rates. Students confidently
undertook experimental and investigatory work. They enjoyed drawing conclusions from their results and
discussing the outcomes and significance of the experiment. Students with SEND were not given
acceptable support while students who were gifted or talented were not identified, and since lessons
were minimally differentiated, they could not make the expected progress within their potential.

Emirates English Speaking School - Inspection Report 2015-2016

14

KG
Learning skills

Acceptable

Primary

Middle

Acceptable

Acceptable

Secondary
Acceptable

Students across all stages and subjects displayed positive attitudes to their learning. Some children in the
KG were engaged in learning. In other areas of the school many students were not sufficiently engaged.
For instance, most girls in the primary and middle phases tended to be passive learners and a large
majority of both boys and girls did not know how to improve their work.

Students were able to communicate adequately with a range of audiences and worked collaboratively
with other students when given the opportunity. Better skills were evident in some English and Islamic
education lessons in the middle and secondary phases.

Students had some opportunities to participate in projects during which they were able to make
connections between subjects. They related their understanding of the knowledge that they had acquired
to the world in simple ways. However, this skill was limited to their immediate environment and not to
the wider world.

A majority of students participated in research activities. However, critical thinking and problem solving
skills were underdeveloped during lessons. Whilst there was some evidence of power point presentations
by teachers and students there was little evidence of other learning technologies being used in almost all
of the lessons observed, except in dedicated computer lessons.

2. Students personal and social development, and their innovation skills

Personal development

KG

Primary

Middle

Good

Good

Good

Secondary
Very good

Students, particularly those in the secondary phase, were mature and sensible, and demonstrated
constructive attitudes in class. The attitudes of students in the other phases were invariably positive.

Students were consistently self-disciplined and responded very well to visitors, teachers and other adults.
Behaviour among students was routinely cooperative so this enabled them to work well together.

Relationships between students and the staff were very good because the staff knew the students well.
This often motivated students to try hard, especially in subjects such as English and Islamic education.

Most students demonstrated good understanding of healthy living and used this in most aspects of their
behaviours. They made wise choices about their own health and fitness in terms of diet and exercise.

Attendance was very good and had been maintained at these levels consistently. Students arrived in time
to school and were invariably punctual for their individual lessons.

Emirates English Speaking School - Inspection Report 2015-2016

15

KG
Understanding of Islamic values and
awareness of Emirati and world
cultures

Acceptable

Primary
Acceptable

Middle
Good

Secondary
Acceptable

Students had an adequate appreciation and understanding of how Islamic values influenced contemporary
UAE society. They referred to the generosity exhibited by Emiratis, which was a key element of their
culture. The Muslim students collected money from their own pocket and entered into the Qirat
competition.

Students had basic knowledge of the heritage and culture that underpinned and influenced contemporary
life in the UAE. They participated in a few cultural activities, such as celebrating UAE National Day. Muslim
students visited local mosques and the Sheikh Zaid Mosque in Abu Dhabi.

Students demonstrated basic understanding and appreciation of their own and other world cultures. They
had opportunities to meet and get to know people from other cultures through sporting competitions.
Their involvement in community projects was not significant.

KG
Social responsibility and innovation
skills

Acceptable

Primary
Acceptable

Middle
Good

Secondary
Acceptable

Students were aware of their responsibilities within the school community and knew how they could help
in school activities. Their involvement in the local community was irregular, with most of the activities
relating to sporting events.

Students enjoyed doing their work. While they had positive attitudes, they lacked initiative. Students in
Grade 8 explained how they were working to build a mini computer with the support of their teacher.

Students were aware of their responsibilities toward the environment and were able to explain the
concept of greening the desert. Very few students were involved in the environmental club or took part
in environmental awareness programmes.

Emirates English Speaking School - Inspection Report 2015-2016

16

3. Teaching and assessment

KG
Teaching for effective learning

Acceptable

Primary
Acceptable

Middle
Good

Secondary
Good

Whilst most teachers demonstrated secure subject knowledge, this was not consistently displayed across
the school. Often it was their understanding of how to use their subject knowledge that prevented their
teaching from being good.

Most teachers planned their lessons well and used the limited range of resources available appropriately.
In a number of lessons in the middle and secondary phases, teachers created learning objects that were
used to challenge students thought processes and encourage critical thinking. A small number of teachers
were beginning to appreciate the need to include key issues such as the National Agenda requirements
in their teaching, but this was still an emergent feature.

Most teachers' interactions with students were positive and ensured that they were willing learners. There
had been some progress in improving teacher-student interactions through high-quality, open-ended
questioning since the last inspection. However, these remained inconsistent across the school.
Students were not regularly challenged to think for themselves and share their thoughts with appropriate
audiences.

Most teachers did not modify their lesson plans and teaching strategies to accommodate students wide
range of learning needs. Consequently the needs of all students were not met consistently and not all
students made the required progress.

Most teachers, particularly those in the KG and primary phases, did not provide sufficient opportunities for
children and students to develop critical thinking or problem solving skills in their lessons. Some lessons
in secondary English provided examples of critical thinking and problem solving. These developments
were in their early stages and needed to be embedded in teaching practice across the school. Teachers
did not provide sufficient opportunities to ensure students used learning technologies to support their
learning.

Teaching of Arabic as an additional language was not effective in raising students attainment and progress
to acceptable levels.

KG
Assessment

Acceptable

Primary

Middle

Secondary

Weak

Acceptable

Acceptable

Teachers in the KG had made a few improvements to the way in which they assessed children's progress.
However, most teachers did not use assessment information well to alter their lessons or the curriculum
to meet the learning needs of different groups of students, particularly in the primary phase. The school
had acquired some new, helpful resources for addressing shortcomings in students' attainment which had
been identified by international assessments.

The school was inconsistent in measuring students attainment and progress against national and
international expectations of what students should be capable of achieving. Expectations were clearer in
the secondary phase, as the external CBSE examinations provided a clear standard measure of attainment.
Teachers in Islamic education and Arabic as an additional language were less clear about the standards
required of students. The numbers of students taking external international tests were low.

Emirates English Speaking School - Inspection Report 2015-2016

17

Teachers carried out regular tests to assess how well students were acquiring knowledge and to judge
how well students were retaining their understanding. Teachers were better at recording students'
knowledge than measuring their skills.

Teachers analysed students' test and examination data to gain a general overview of the progress of each
student. Records for each student were not sufficiently detailed to identify different rates of progress in
elements of each subject or to measure how well students were acquiring a range of skills.

The assessment system did not diagnose accurately the strengths and weaknesses of individual students,
and did not allow for meaningful feedback to students which would help them improve their work and
attain higher levels.

4. Curriculum

Curriculum design and

implementation

KG

Primary

Middle

Secondary

Acceptable

Acceptable

Acceptable

Acceptable

The curriculum was reasonably broad and balanced, and fully compliant with the Ministry of Education
requirements for Arabic as an additional language and Islamic education. Opportunities for students to
take part in physical education activities were limited.

Curriculum leaders and teachers planned for the continuation of students learning through a curriculum
mapping exercise. However, transition between the phases was not monitored sufficiently well to ensure
appropriate developments were made within the key subjects. Good support was provided for students
to prepare and plan for their careers after completion of Grade 12.

Although there were some opportunities for senior students to make choices in the science and commerce
streams, curriculum options were not sufficiently broad. Students in the middle school were offered an
appropriate range of language options.

Cross-curricular links were seen in teachers plans, but these were not consistently implemented during
the delivery of lessons. Some students in the primary and secondary phases took part in inter-disciplinary
projects designed to encourage transfer of what they were learning between different subject areas.
These were not routinely successful, because students did not understand why subject matter was being
transferred.

Curriculum review and development processes, while acceptable across the school, did not always ensure
that students were appropriately challenged in all subjects. Some provision was made to include learning
objectives related to the international benchmarking tests, but this was not always appropriate.

The social studies curriculum included topics which were both relevant and interesting for students living
in the UAE, but whose background mainly was Indian. Consequently, they were able to compare two
different cultures for their similarities and differences.

Emirates English Speaking School - Inspection Report 2015-2016

18

Curriculum adaptation

KG

Primary

Middle

Secondary

Weak

Weak

Weak

Acceptable

The school had made a few modifications to the curriculum in some subjects. However, the amended
curriculum failed to cater for the academic and personal development of students with SEND as their
specific learning needs were not always known and rarely addressed.

A number of extra-curricular activities in the form of clubs with extended activities promoted the personal
interests of the students. There was little to enhance enterprise or innovation.

There were too few opportunities for students to develop their knowledge, understanding and
appreciation of UAE culture and its role in UAE society within the school curriculum.

5. The protection, care, guidance and support of students

Health and safety, including

arrangements for child protection /
safeguarding

KG

Primary

Middle

Secondary

Good

Good

Good

Good

The school had a child protection policy which it shared with stakeholders, and which enabled students to
have a sense of safety and security. Particular attention was paid by the school to issues such as bullying,
cyber-bullying, drug taking and social media concerns.

There was good supervision of students at all times, including inside the school and on school transport
at the beginning and end of the day. Students moved in a calm and well-ordered manner around the
school, closely supervised by the staff.

Regular fire drills were conducted and recorded. Routine medical checks were carried out and detailed
records were maintained. Adequate medical facilities were provided to students through a qualified
medical staff. The building was maintained neatly and safety checks were regular and thorough.

There was no access to upper level floors for disabled students. This limited access to specialist rooms
such as the laboratories.

The school promoted healthy living through the curriculum and the activities programme. Safety gear was
used by students in the science laboratories.

Care and support

KG

Primary

Middle

Acceptable

Acceptable

Good

Secondary
Good

Staff-student relationships were positive and mutually respectful. Staff members knew all students by
name and behaviour was largely exemplary. Most students were motivated to learn.

Robust practices were in place to ensure there was good attendance and punctuality by all students. As a
result, attendance was very good. All students who were absent were contacted at home by a supervisor
within a few hours each morning. All late comers were recorded at the school gate and punctuality was
deemed important.

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The school welcomed students with SEND and had made a start on identifying their specific needs in line
with KHDA categories. It had not yet identified students who were gifted and talented. The students
who were on the SEND register had been officially diagnosed by an external professional. An additional
group of students was in the process of being identified as a result of concerns expressed by class
teachers.

All students on the SEND register had an individualised educational programme which identified areas for
improvement. Class teachers did not always effectively take account of the specific needs of students with
SEND in their planning because they did not have a clear picture of what the student knew, understood
and could do. Consequently they could not accurately assess progress.

The school had well-developed systems for monitoring students' welfare and well-being. Support and
advice for older students in choosing suitable career paths was a particular strength, resulting in students'
high aspirations for their future.

Provision for students with special educational needs and disabilities (SEND)
The overall effectiveness of provision for students with special
educational needs and disabilities

Weak

The overall effectiveness of provision for students with SEND was weak. Students with SEND were
welcomed into the school. The SEND coordinator (SENCO) had raised the profile of SEND across the school
and was providing training for teachers. This was at an early stage of development and teachers' ability
to effectively support students with SEND was still limited.

Students on the SEND register had been officially diagnosed by an external professional and had a physical
or medical condition as described in the KHDA categories. Additional students were in the process of
being identified either because of concerns noted by the class teacher or because their scores in
summative assessments were low. Gifted and Talented students had not been identified.

The SENCO had established a good rapport with parents and they appreciated the care teachers gave to
their children. They valued the regular communications and meetings to discuss progress and were
encouraged to support their children both at home and in school. A few expressed a wish for modifications
to the curriculum which they thought would benefit their children.

Teachers understanding of the needs of SEND students varied and their expectations of what students
could achieve were not always realistic. Most teachers were unable to modify the curriculum to meet the
needs of all students. There was no specialist staff to support students with SEND in lessons and resources
were limited.

The progress of students with SEND was variable. In most lessons, assessment data was not used in
planning and teachers did not have a clear idea of what they wanted students to achieve by the end of
the lesson. Consequently, they could not accurately assess progress.

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6. Leadership and management

The effectiveness of leadership

Acceptable

The principal, supported by the senior staff and the Board of Governors, was committed to achieving the
UAE National and the Dubai Emirate priorities. The school had not been successful in providing for students
with special educational needs and for those classified as gifted and talented.

The senior leadership team was in the initial stage of empowering middle leaders to modify the curriculum
and introduce best practices in teaching and assessment. However, this had proven to be challenging,
since leadership capacity and pedagogical understanding had not been sufficiently developed at the
middle management level.

Relationships and communications among staff members were professional and generally productive.
Most staff members were aware of what was required of them, but less clear about how to achieve the
improvements they were required to make to help the school improve.

Senior leaders realised that they had not implemented a curriculum that catered to the needs of all
students including those with SEND and the gifted and talented.

Whilst leaders were well intentioned and caring, they had not been successful in improving key aspects
of the work of the school. Their capacity to improve the school was limited.

School self-evaluation and improvement planning

Weak

The schools self-evaluation was inaccurate, unrealistic and largely descriptive. There was still insufficient
focus on raising students' attainment by improving teaching, learning and assessment.

Classroom monitoring was a regular feature of daily school life. However, these visits were not sufficiently
focused to ensure that there was good quality teaching and assessment of learning.

The school's action and improvement plans lacked coherence, appropriate success criteria and realistic
time scales. As such it did not provide an adequate guide to improve necessary functions and outcomes
for students.

Too little progress had been made addressing the recommendations from the previous inspection report.
The lack of progress was evident in the fact that the school had been rated by the DSIB as 'Acceptable'
overall for the previous six years.

Partnerships with parents and the community

Good

Parents had a good range of opportunities to be involved in the life and work of the school. Advantage of
these were taken by many parents on regular occasions.

Parents were regularly contacted by the school to keep them informed about their children's learning and
development. Communications were especially helpful when a child had SEND.

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Whilst reports kept parents informed about their childrens progress, they did not routinely contain
sufficient information regarding their childrens next steps in learning. Parents were very happy with the
interaction they had with the teaching staff during parents evenings. They reported that there was high
quality information conveyed during these meetings.

Links with other schools and the wider community were too limited. At best they were only at an early
stage of development in some cases.

Governance

Acceptable

Governors included representatives from a range of stakeholders including owners, teachers, parents, and
former students of the school. The governors were beginning to have an appropriate impact on decisionmaking that affected the quality of school provision on the overall outcomes for students.

The governing body met regularly to monitor the work of the school. They had started to focus more on
the extent to which academic outcomes were improving.
Governors were regular visitors to the school. They ensured that there were appropriate staffing and
resources available to meet identified weaknesses. They also ensured that statutory requirements were
met and that school leaders focused on improving the overall performance of the school.

Management, staffing, facilities and resources

Acceptable

Effective management of daily school routines ensured that school operations ran smoothly. These
included sessions beginning on time and teachers being timetabled to cover their classes appropriately.

Whilst most teachers were academically well qualified, a majority did not have formal teaching
qualifications. In general, teachers were suitably deployed. The frequency of staff training had increased
but it did not sufficiently address the needs of all teachers. Too many did not fully understand how children
learned nor did they ensure that the needs of all students were being met.

The facilities were generally well maintained. However washroom facilities were not sufficiently hygienic.
Lack of space in a number of classrooms meant that the range of activities that students were able to
undertake was restricted; this hindered their academic development. Access into and within the school
premises was not appropriate for all students. Students with physical disabilities struggled to climb stairs
or move around the school.

Whilst general resources were sufficient to support subject teaching, learning resources in the KG and
those to support the learning of students with SEND were inadequate. There were insufficient computer
facilities within classrooms to enable students to use the technology as an integral part of the learning
process. Existing resources were too limited to effectively promote independent learning.

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The views of the parents, teachers and students

Before the inspection, the views of the parents, teachers and senior secondary students were surveyed. Key
messages from each group were considered during the inspection and these helped to form inspection
judgements. A summary of the survey statistics and comments from those who responded to the survey follows:

Responses to the surveys

Responses received
Parents*

Number
2015-2016

450

2014-2015

337

Teachers
60
Students
196
*The number of responses from parents is based on the number of families.

The rate of response from parents was low, although higher than in previous years. Of those who took
part in the survey, parents were generally positive about the school.

Parents with children with SEND were very pleased with the support provided by the school.

Most parents were satisfied with the quality of education and felt their children were making good
progress in English, mathematics and science.

Almost all parents felt that school reports and parent - teacher meetings ensured they were well
informed about their child's progress. However, over half of the parents who responded did not know
whether or not their children were making good progress in learning Arabic as an additional language
or whether or not their children were improving their understanding of Islam.

Almost all parents agreed that their children enjoyed school, were well looked after and kept safe. Most
parents said that the school was well led.

A significant minority of teachers felt there was a need for more training opportunities, which would
help them to improve their teaching and the learning experiences of the children.

Staff members appreciated the parents' support for their children's education and complimented
students behaviour.

Many students felt that they had insufficient opportunities to take part in inter-school competitions or to
go on outings to places of interest.

If you have a concern or wish to comment on any aspect of this report, you should contact
inspection@khda.gov.ae
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