Beruflich Dokumente
Kultur Dokumente
Inspection Report
Page 1 of 17
26 - 29 October, 2015
5 - 7 November, 2013
General Information
Students
School ID
129
Total number of
students
894
Opening year of
school
1992
Number of children
in KG
150
Principal
Raed Al Qasrawi
Number of students
in other phases
Primary 258
Middle 226
High
260
School telephone
Age range
4 18 years
School Address
Fallaj Hazzaa
Al Ain
Grades or Year
Groups
KG Grade 12
Ainalkhaleej.pvt@adec.ac.a
e
Gender
Mixed
School Website
N/A
Percentage of
Emirati Students
10%
Largest nationality
groups (%)
1. Egyptian 33%
2. Syrian 17%
3. Jordanian 13%
Licensed Curriculum
Staff
Main Curriculum
Ministry of Education
Number of teachers
66
Other Curriculum
American KG - Grade 6
Number of teaching
assistants (TAs)
10
External Exams/
Standardised tests
MoE
Teacher-student
ratio
2:25 KG
1:11 Other phases
Accreditation
--------
Teacher turnover
5%
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Introduction
Inspection activities
4
72
Number of parents
questionnaires
Details of other inspection
activities
School
School Aims
Admission Policy
Leadership structure
(ownership, governance and
management)
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SEN Category
Intellectual disability
Specific Learning
Disability
Emotional and Behaviour
Disorders (ED/ BD)
Autism Spectrum Disorder
(ASD)
Speech and Language
Disorders
Physical and health
related disabilities
10
10
Visually impaired
Hearing impaired
Multiple disabilities
Number of students
identified
Intellectual ability
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Band B
Satisfactory (Acceptable)
Band C
(C)
High Performing
Satisfactory
Acceptable
Band B
Good
Band A
Very Good
Performance Standards
BAND
Outstanding
Weak
Band C
In need of significant
improvement
Performance Standard 1:
Students achievement
Performance Standard 2:
Students personal and
social development, and
their innovation skills
Performance Standard 3:
Teaching and assessment
Performance Standard 4:
Curriculum
Performance Standard 5:
The protection, care,
guidance and support of
students
Performance Standard 6:
Leadership and
management
Summary Evaluation:
The schools overall
performance
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Very Weak
Weak
Band A
school or through the curriculum. When the opportunities are provided, the
students readily rise to the challenge, for example high school girls leading
lessons in mathematics and Grade 8 girls setting up and presenting a science fair
on the classification of vertebrates. Through such events, the students clearly
demonstrate their potential to be innovators. Most of the students are confident
to extend themselves beyond the routine of lessons. In the majority of classes
however, students wait for the teacher to tell them the knowledge content which
they then record on a worksheet. They do not routinely use or develop
independent learning skills.
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Islamic
Education
Arabic
(as a First
Language)
KG
Primary
Middle
High
Attainment
Acceptable
Acceptable
Acceptable
Acceptable
Progress
Acceptable
Acceptable
Acceptable
Acceptable
Attainment
Acceptable
Weak
Weak
Weak
Progress
Acceptable
Weak
Weak
Weak
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Attainment
Acceptable
Weak
Weak
Weak
Progress
Acceptable
Weak
Weak
Weak
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Attainment
Acceptable
Weak
Weak
Weak
Progress
Acceptable
Weak
Weak
Weak
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Weak
Weak
Weak
Acceptable
Arabic
(as a Second
Language)
Social Studies
English
Mathematics
Science
Language of
instruction (if other
than English and
Arabic as First
Language)
Other subjects
(Art, Music, PE)
Learning Skills
(including innovation, creativity, critical
thinking, communication, problemsolving and collaboration)
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Attainment and progress are weak. The school has made efforts to look at trends in
student performance but these are based on very limited evidence. The staff have
identified a few students who have special educational needs (SEN) and a few who
are gifted or talented. The support given is mostly pastoral and there is very little
evidence of how they are supported in lessons to respond to their learning needs.
The school does not use external tests sufficiently well to check its own
performance against schools following the same curriculum and is therefore limited
in its ability to accurately evaluate itself.
Standards of attainment in grades 10, 11 and 12 are broadly in line with Ministry of
Education (MoE) curriculum expectations. Standards in Arabic, social studies,
English, mathematics and science are below curriculum expectations. Throughout
the school, standards of attainment for most students in Islamic education meet
MoE expectations. There is evidence of a limited improvement in attainment over
the last two years. Students here develop knowledge, but their skills and
understanding are underdeveloped.
Standards in reading and writing in English are low for a large minority of students
and in Arabic are low for a majority of students. They are asked to write and record
in English before they are able to speak with a purpose or construct sentences
verbally. These activities are therefore mostly copy writing. In the American
curriculum section of the school, standards in English are better, though even here,
when teaching is weak, standards are low, for example when teaching the use of
the indefinite article before a vowel. Better learning is evident when teachers focus
on getting the spoken language from students first, for example in a lesson on
different professions. The large majority of students, including those of higher
ability, lack the confidence to use English or present their findings in Arabic because
they have too few opportunities to practise these skills. The majority of the boys in
the high school are unable to answer questions using sophisticated vocabulary or
use correct, standard Arabic.
Although the overall attainment in mathematics is weak, it meets the curriculum
expectations in the secondary grades in calculation skills because most teachers of
mathematics make acceptable provision for this area of learning. Standards for
most students are weak. In the lower grades, students' basic numeracy skills are
insecure and they get too few opportunities to apply them to real life situations or
in problem-solving. Over-reliance on worksheets limits students thinking skills in
mathematics. Their data handling skills are limited.
Students in all grades make acceptable progress in Islamic education. This is as a
result of the teaching being well structured in most lessons. For example, in a good
Grade 12 lesson, the teacher used the data projector well to illustrate the subject of
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divorce. Students were asked to share views and the teacher related this very well
to the teachings of the Holy Quran.
In the kindergarten (KG), students make acceptable progress from a very low
starting point, across a range of areas of learning. In particular, they quickly learn
social behaviours and begin to develop their language skills in English and Arabic. In
KG, there is a good ratio of adults to students and activities are provided in most
lessons so that children have opportunities to talk and be active in their learning.
In a minority of science classes, group and practical work is used very well to
maintain a brisk pace in the lessons and support students who are struggling to
understand. In such lessons, students make good and occasionally very good
progress. This does not happen consistently enough in the rest of the school and as
a consequence, progress is insufficient in a majority of lessons. The progress of
students of high ability and those with SEN is limited because few teachers use
assessment information to help them plan lessons to meet a range of needs.
Students enjoy other subjects, for example music and art.
Most students willingly complete the work that they are given. In most classes, they
are asked to sit in groups which provides the opportunity for them to work with
each other to extend their thinking. They are rarely required to do this; mostly they
complete worksheets either independently or by completing one worksheet within
the group, with limited participation by many students. Students get too few
opportunities to relate their learning to real-life situations. In a minority of lessons,
teachers have started to use the data projectors to illustrate main teaching points.
Progress in developing learning skills is better in the High School phase; students do
not make enough progress in developing research, critical thinking and problemsolving skills and their progress in learning technology skills is weak. This limits their
ability to develop innovative thinking.
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KG
Primary
Middle
High
Good
Good
Good
Good
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Weak
Weak
Weak
Personal development
imaginatively but many lessons are so tightly controlled that they remain teacher
dependent. Lessons are relatively short, with reduced teaching time, and the focus
on students gaining knowledge restricts opportunities for them to become actively
involved in entrepreneurship and innovation activities. They have developed an
awareness of environmental issues; for example, the older girls have a good
awareness of issues surrounding oil extraction and its future.
KG
Primary
Middle
High
Acceptable
Weak
Weak
Weak
Weak
Weak
Weak
Weak
The quality of teaching is weak as the large majority of lessons were deemed weak
or very weak. The use of school assessment data is weak as a tool for comparing
academic standards against external or international benchmarks.
Teachers across the school have an acceptable level of subject knowledge to teach
the curriculum. The teachers produce lesson plans but these do not show any
adaptations to meet the needs of the range of students including those with special
educational needs (SEN). Other than in KG, very few resources are provided to
enrich student learning. In a minority of classes, teachers are now using the data
projectors to illustrate their teaching points; this gives students visual clues to help
their learning. Mostly, teacher-student interactions are positive and students feel
comfortable enough to ask questions. In a minority of classes, a few teachers have
difficulty in ensuring that all students, particularly the boys, remain on task during
lessons. This happens when they are working in large groups and have no clear
focus.
Mostly teaching in KG is planned to involve students in practical learning
opportunities. For example, when working on the senses of hearing, smell and sight,
students were asked to draw, cut and model as well as complete worksheets. This
engaged the students but they were not asked to experiment with their senses in
any meaningful way and this was a missed learning opportunity. Too few
opportunities are provided for students to develop their critical thinking or problemsolving skills. They are not asked often enough to use their higher-order thinking
skills; mostly they are asked to repeat facts.
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The school has begun to use assessment tasks and the results are being used to
check the progress of cohorts of students and occasionally to identify gaps in
learning. The use of assessment information to plan for students learning is in the
very early stages of development. In the lower grades of the school, the practice of
having all students chant answers simultaneously is a barrier to the teachers gaining
knowledge of the individual students abilities. There are examples of good practice;
in a very good Grade 5 science lesson, the teacher randomly asked questions of
individuals then listened to the outcomes of discussions from groups. In this way,
she was able to assess the knowledge and understanding of individuals and was
then able to support their learning effectively.
KG
Primary
Middle
High
Acceptable
Acceptable
Acceptable
Acceptable
Weak
Weak
Weak
Weak
The curriculum closely follows the published Ministry of Education (MoE) curriculum
and this ensures it progresses year-on-year and is reasonably balanced. Whilst
choices within the curriculum are limited, students can make choices for example
about which clubs they join. The school has made efforts to extend the curriculum,
for example providing for music, art and specialist resources to support a growing
awareness of heritage. The curriculum links well with the Emirati culture and UAE
Society. These initiatives are clearly reflected during assemblies and clubs and
parents commented positively on this.
The curriculum is not adapted to meet the needs of all students and the
development of innovative and critical thinking skills is not a focus. Teachers are
beginning to promote links between subjects, for example in English where history
and science topics were seen. There are very few opportunities to use independent
research skills or develop entrepreneurship. The schools American curriculum,
available for students in grades 1 to 6 has a closer focus on skill development but
students mostly leave the school at the end of grade 6. The school recently changed
to having eight, shorter teaching periods a day but by the time registers have been
taken and lessons start, there is very limited time to set up meaningful interactive
learning.
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KG
Primary
Middle
High
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
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Acceptable
Acceptable
Acceptable
Governance
Acceptable
Acceptable
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