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SchoolInspectionReport

AlWathbaPrivateSchool

AcademicYear201314

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AlWathbaPrivateSchool

InspectionDate 1820May2014

SchoolID# 94

LicensedCurriculum MinistryofEducation(MOE)

NumberofStudents 311

AgeRange 3to10years

Gender Mixed

Principal MonaAlJunaibi

SchoolAddress InfrontoftheLegalCourt,Baniyas,AbuDhabi

TelephoneNumber +971(0)25833438

FaxNumber

OfficialEmail(ADEC) Alwathba.pvt@adec.ac.ae

SchoolWebsite

81oOctober2012
Dateoflastinspection
29May2013(Monitoring)

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories

BandA Highperforming(overalleffectivenessgrade1,2or3)

BandB Satisfactory(overalleffectivenessgrade4or5)

BandC Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe: BANDB; GRADE5

Themainstrengthsoftheschoolare:

the principal and the senior leadership team have improved most aspects of
theschoolsincethelastinspection
the school receives strong support from consultants and managers from the
FamilyDevelopmentFoundation(FDF)
IslamicvaluesandUAEcultureandheritagearepromotedwell
parentsaresupportiveoftheschool
theschoolhasacaringethoswithaclearconcernforthecareandwelfareof
thestudents
moststudentsenjoyschoolandhavepositiveattitudestotheirlearning
childrenreceiveapositivestarttotheirschoollifeinthekindergarten(KG)
standards attained overall by students are similar to schools following the
samecurriculum.

Themainareasforimprovementare:

thestandardsinEnglish
thequalityofteaching
provision of more opportunities for students to develop their thinking and
problemsolvingskills
thelevelofchallengeforthemoreablestudents
thefacilitiesforphysicaleducation(PE)andoutsideplay
theprovisionofresourcesforthelibraryandinformationandcommunication
technology(ICT).

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Introduction
The school was inspected by 4 inspectors. The inspectors observed 51 lessons,
attendedallassembliesandexaminedarangeofschooldocumentsandpolicies.
Meetings were held with senior leaders, all teaching staff and some parents.
Inspectorsanalysed94parentalquestionnaires,scrutinisedstudentsworkacross
theschoolandconsideredassessmentdata.Jointlessonobservationswereheld
withseniorleaders.

DescriptionoftheSchool
TheschoolisaprivateprimaryschoollocatedincentralBaniyas,AbuDhabi.The
school opened in 1999. The schools mission is: to build a studentcentred
educationalsysteminvestingincreativeenergiesforstudentsandteachers.

ItispartoftheFamilyDevelopmentFoundation(FDF)groupofschools.Ithasa
principal, vice principal, school supervisor and 3 senior coordinators who hold
variousstrategicmanagementpostsand20teachers.TheschoolfollowstheMOE
curriculum. Students of all nationalities are admitted after interview and basic
entrytests.

There are currently 311 students with 122 boys and 189 girls. All students are
Muslim.Thereare9nationalitiesrepresented:UAE30.6%,Egypt28.3%,Syria10.6%,
Sudan 8.7%, Jordan 8.0%, Yemen 6.1%, Palestine 3.9%, Oman 1.9%, and Iraq 1.9%.
Thereare4classeseachforKG1andKG2,2classesforgrades1and2,and1class
forgrades3and4.Classesareofmixedgenderexceptforgrades3and4which
areforgirlsonly.AnnualstudentfeesrangefromAED4,425toAED7,105.

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TheEffectivenessoftheSchool
AlWathbaSchoolprovidesasatisfactorylevelofeducationbutsomeareasarein
needoffurtherimprovement.Thisjudgmentreflectstheschoolspositionagainst
internationalbeststandards.AlWathbahassomenotablestrengths.Forexample,
theprincipalandtheseniorleadershipteamhaveimprovedmostaspectsofthe
schoolsincethelastinspection.Theschoolhasacaringethoswithaclearconcern
for the care and welfare of the students. To make the progress towards world
class provision which the Emirate of Abu Dhabi requires for all its schools, Al
Wathbaschoolmustdomoretopromotethetwentyfirstcenturyskillsthepupils
need to lead successful lives in the modern world. For this reason, this report
recognises the developments that the principal and teachers have achieved. It
also gives clear recommendations on what more needs to be done to take the
schoolforward.

Studentsattainment&progress

Most students start in KG with low attainment in mathematics and have little
spoken English. As a result of the satisfactory and often good teaching they
receive, progress in all areas of their learning is at least satisfactory. The school
uses a variety of tests to assess students ability. Baseline tests ensure the
curriculum in the KG matches and supports childrens needs appropriately.
Throughouttheschoolavarietyofregularassessmentsinformteachersplanning
based on the required curriculum. This is not always reflected in practice, for
exampleinsomelessonsallstudentsareexpectedtocompletethesametasks.As
a result, some moreable students do not make sufficient progress. Outcomes
fromschoolassessmentsandinspectionevidenceindicatethat,overallstudents
makesatisfactoryprogressfromtheirstartingpoints.Thisenablesthemtoreach
standardsatleastinlinewithschoolsfollowingthesamecurriculumandtomeet
ADEC expectations. Standards are close to international levels in most subjects.
Students do not yet reach international standards in English but students make
satisfactoryandoftengoodprogressfromtheirlowstartingpoint.Standardsand
progress in information and communication technology (ICT), art and physical
education(PE)areasexpected.
InEnglish,manychildrenonentrytoKGhavealimitedspokenvocabulary.They
soondevelopanunderstandingofbasicclassroominstructionsandmakestrong
progresssothatbygrade1,studentscannamecoloursanddaysoftheweek,and
canrespondinsimplesentencestoquestions.Thisprogresscontinuessothatby
grade 4 students respond confidently to questions and write shortstories using
thecorrecttense.

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Inmathematics,childrenintheKGclassesreceiveasoundstartandlearntocount
to20andrecognisesimpleshapes.Theymakesteadyprogresssothatbygrade4
studentscanconfidentlyapproximate,add2digitand3digitnumbers,writeand
manipulatefractionsandknowanumberofmultiplicationtables.Thisisbroadlyin
linewithinternationalexpectationsforthisage.
In science, progress and attainment is satisfactory. Children in KG begin to
understandtheconceptofexperimentinganddescribesimplyhowlightchanges
in water. By grade 4, students are aware of how light travels, the concept of
floating and sinking and how physical changes occur as the result of chemical
application.
InArabic,childreninKGdevelopsatisfactoryliteracyskills.Throughouttheschool
students have a satisfactory ability to communicate and most participate
confidentlyinroleplayactivities.Olderstudentsaccuratelysummarisetexts.They
use verbs and pronouns correctly and have strong reading skills. In Islamic
education,studentsdeveloptheirknowledgeandunderstandingsatisfactorilyas
they progress through the school. Islamic values underpin and support the
schools positive ethos. Older students know the location and importance of
Makkahandlocateitonamap.TheydemonstrategoodIslamicvaluesandclearly
distinguish good habits and correct behaviour. In social studies by grade 4,
studentsknowtheimportanceofsignificantfiguresfromthepastsuchasSheikh
Zayed. They name all the Emirates and their leaders. Through work in the well
equippedheritageroomtheyareawareoftoolsandobjectsassociatedwiththe
pasthistoryandheritageoftheUAE.Thisaspectoftheschoolsworkispromoted
wellacrosstheschool.
In most subjects students attain satisfactory standards and progress is
satisfactoryoverall.StudentsrequiremoreopportunitiestousetheirICTskillsto
supportlearninginothersubjects.Insomelessons,studentsreceiveinsufficient
opportunitiestodevelopindependentthinkingandproblemsolvingskills.More
ablestudentsdonotalwaysreceivesufficientchallengeinsomelessons.Overall
levelsofattainmentpreparestudentssufficientlywellforthenextstageoftheir
education.
Studentspersonaldevelopment
Most students have positive attitudes towards school. This is reflected in their
above average attendance rate (95%) and their overall satisfactorybehaviour. In
most lessons, students persevere well with the tasks set for them. When given
opportunities to work in teams their good relationships mean they cooperate
suitably. Students demonstrate an impressive commitment and respect for the
valuesoftheUAEinassembliesandintheirsocialstudieslessons.StrongIslamic

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values underpin the work of the school and are consistently promoted. All
students sing the national anthem with great enthusiasm and many younger
studentsreciteversesfromtheholyQuran.Studentsreceivegoodopportunities
togainselfconfidencewhenperformingtothewholeschoolorleadingactivities
inclass.Supportfromthenurseenablesthemtohaveanappropriateawareness
of how to lead safe and healthy lives. The whole school rewards and sanctions
policyisconsistentlyappliedwitholderstudentssupportingtheirappreciationof
fairnessandtheirunderstandingofconsequencesforinappropriatebehaviour.
The normally appropriate level of behaviour drops occasionally when teaching
failstoengagestudents,andwhenworkisnotwellmatchedtotheirneeds.More
ablestudentsreceiveinsufficientsupportinsomeclassesandtheirprogressslows
as a result. In many lessons, students do not have sufficient opportunities to
develop thinking and problem solving skills. Work at times is not sufficiently
challengingwithanoverreinforcementofpreviouslylearnedskills.
Thequalityofteachingandlearning
Teaching across the school is satisfactory overall. It has improved since the
previous inspection as the result of the clear support for individual teachers by
senior leaders and FDF consultants. Regular lesson observations, scrutiny of
planningandreviewofstudentsworkhasenabledschoolleaderstogetaclear
andaccurateviewofthecurrentstrengthsandweaknesses.Assessmentsystems
for judging students progress are thorough but are not always used enough to
plan future work. This means the level of tasks set in some lessons is not
sufficiently challenging, particularly for the more able students. Teachers have
satisfactory subject knowledge and all have appropriate qualifications. Teachers
use available resources effectively. For example, the PE specialist enables a
satisfactory and often better standard of outcomes for students, despite the
limitationsofthecurrentaccommodation.Inmostlessons,relationshipsbetween
teachers and students are positive. Where teaching is more successful, planning
takesbetteraccountofstudentsindividualneedsandthereisahighexpectation
of student involvement and outcomes. Work is more closely matched to their
level and progress is accelerated. Not enough opportunities are currently
providedforstudentstodevelopthethinkingandproblemsolvingskillstheywill
need for their future education. There is insufficient support for teachers from
additionaladultsintheKGclasses.
Meetingstudentsneedsthroughthecurriculum
The curriculum is generally broad and balanced and enables students to reach
standards similar to other schools following the same curriculum. Standards in
mostsubjectsmeetADECexpectations.Thecurriculumimplementationdoesnot

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yet lead to achievement of international standards in English. The school has


changedthelanguageofinstructionbyteachingmathematicsandsciencenowto
Arabicingrades1to4.SubjectsintheKGarebeginningtobemoreintegratedand
the curriculum delivery enables children to make a positive start to their school
lives.Ithasimprovedwellsincethepreviousinspection.

Planning of the curriculum does not always take sufficient account of students
previous knowledge. As a result some lessons do not challenge students
sufficiently. All students are expected to complete the same task. This means
progress, particularly for the more able students, is slowed. The curriculum
planning and delivery does not offer sufficient opportunities for students to
develop thinking and problem solving skills. Curriculum planning has improved
since the previous inspection. Students have opportunities to participate in a
rangeofadditionalcurriculumactivitiesincludingvisitstolocalplacesofinterest.
A number of themed days enhance the curriculum. They provide opportunities
forstudentstoengageinarangeofcreative,heritageandscientificactivities.The
curriculum implementation supports a good understanding of the culture and
valuesoftheUAE.

Theprotection,care,guidanceandsupportofstudents
The protection, care guidance and support for students overall is satisfactory.
There are effective health and safety systems to ensure students welfare. A
successful fire drill was held during the inspection. There are appropriate
arrangements for monitoring attendance, which is above average at 95%. The
child protection policy is appropriate and all staff are aware of procedures. The
schoolhasappropriateassessmentsystemsformonitoringstudentsattainment.
The school has identified that the current range of assessment information
requiresmoreconsistentapplicationinlessonstomorecloselymatchactivitiesto
student needs, especially for moreable students and those with special
educational needs. A positive ethos pervades most school activities with a clear
sense of community. Assemblies are vibrant and joyous. The clinic provides
effective guidance and support for students health and wellbeing. The
applicationoftheschoolrewardsandsanctionspolicy,particularlyintheprimary
department,contributestothepositivebehaviourofmoststudents.
Thequalityoftheschoolsbuildingsandpremises
The clean and wellmaintained school buildings provide some appropriate
facilities.Theschoolisasafeandsecurelearningenvironment.Appropriatestaff
areresponsibleforhealthandsafetyandthereisconstantandrigoroussecurity
protection. The school makes the best use it can of the buildings and premises
available. Classrooms for the primary stage are adequate in size. Overall the
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buildingsareunsatisfactory.TheKGclassroomsdonotprovideaccesstooutside
play facilities. Space is limited for developing planned investigative and co
operative learning activities. Some areas for development from the last report
have been addressed satisfactorily. The library and computer suite have been
enlargedandanadditionalsmallroomgainedforPEfromtheextensivegroupof
neighbouringFDFbuildings.ThefacilitiesforPEarestillinadequateandtheschool
urgentlyrequiresthisareatobeincreased.Thevacantcourtyardareanexttothe
primaryclassesrequiresshadingandresurfacingtoprovideamuchneededplay
area and outside games facility. Additional toilets are required for the recently
extendedroomsonthefirstfloorofthebuilding.
Theschoolsresourcestosupportitsaims
Resourcesoverallintheschoolareunsatisfactory.ThemanagersoftheFDFand
the school leaders are well aware of what is required to improve current
provision.
Thereisasufficientnumberofsuitablyqualifiedteachers.Moresupportstaffare
requiredforKGandtheyoungergrades.Allstaffusetheresourcesavailableto
best effect to provide a satisfactory standard of education. Since the previous
inspectionsomeresourceshavebeenimproved.TheextendedICTroomhasthe
potentialspacetoensureallstudentscanworkindividually.Morecomputersare
required both in the suite and in classrooms to support more regular work in
othersubjects.Theschoollibrarynowhasadoubleroomenablinglibraryskillsto
be taught. There are not enough reference or fiction books available for
classrooms or for loan. Material resources for classrooms vary according to
subject.Moreresourcesarerequiredtoensurestudentshavetheopportunityto
develop problem solving skills. The physical resources for creative and gross
motorskillsforKGrequireimprovement.PEresourcesareadequate.Theclinicisa
strong resource for health education and care for students. There are good
qualityandwellusedresourcesforpromotingstudentsknowledgeofthevalues,
heritageandcultureoftheUAE.
Theeffectivenessofleadershipandmanagement
Schoolleadersworktogethereffectivelyundertheclearguidanceoftheprincipal.
Together with the curriculum consultants from the FDF, they have successfully
addressedmost of the issues from the previous inspection. They are committed
toimprovement.Asa result,theschoolnowprovidesasatisfactorystandardof
education. Leaders know what still needs to be done to ensure the school
continuestoimprove.Theschoolsselfevaluationandprioritiesfordevelopment
areaccurate.TheschoolispopularandhasawaitinglistparticularlyfortheKG.It

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enjoysthestrongsupportofmostoftheparentswhocommenthowwellithas
improvedoverthepasttwoyears.
Theschoolrunssmoothlyonadaytodaybasisandstaffhavehighexpectations
of behaviour. There is a clear emphasis on promoting Islamic values and these
supportmanyaspectsoftheschoolswork.Leadershavesuccessfullypromoted
studentsunderstandingofthecultureandheritageoftheUAE.Thereisaclear
focus on ensuring the health and welfare of the students and systems for
safeguarding are clear and rigorous. Teaching and learning have improved since
thepreviousinspectionastheresultofthefocusedprofessionaldevelopmentof
teachers provided by school leaders and the consultants from the FDF. The
Improved assessment systems need to be consistently used to ensure work is
better matched to individual student needs. There are insufficient opportunities
plannedforstudentstodeveloptheircriticalthinkingandproblemsolvingskills.
Thisisparticularlytrueforthemoreablestudentswhodonotreceivesufficiently
challengingtasksinsomelessons.Leadersareawareoftheneedtoprovidemore
resourcesandimprovesomebuildingfacilities.Aclearplanhasbeensubmittedby
the school and FDF managers. Limited finances are restricting these necessary
andimportantimprovements.

Progresssincethelastinspection
The school, under the clear and committed guidance of the principal and senior
leaders,hasimprovedwellinmostareasofitsworksincethepreviousinspection.
Senior leaders receive positive and informed support from consultants and
managers of the FDF. This has improved the quality of teaching and learning.
Standards in most subjects meet ADEC expectations and students progress is
satisfactory. There is a clear community ethos and a strong emphasis on
celebrating UAE culture, heritage and values. Students are cared for well and
receive a range of opportunities to promote their personal development. Most
studentsbehavewell,attendregularlyandhavepositiveattitudestowardstheir
learning. Parents are supportive of the school. Children make a positive start to
their school lives in the KG. The school has accurately identified the areas for
improvement in the school development and selfevaluation documents. They
demonstrateasatisfactorycapacitytoimprove.

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Whattheschoolshoulddotoimprovefurther:
1.Improvethequalityofteachingandlearningby:

i. ensuring that all teachers plan lessons that match individual students
needsbyusingthecurrentassessmentdatamoreeffectively
ii. continuing the current successful monitoring systems for teaching and
learningbyseniorleadersandconsultantsfromtheFDF
iii. improving resources available to teachers so that they can engage
studentsmoreofteninpracticaltasks
iv. ensuring teachers receive additional trained adult support in KG and
classesforyoungerstudents
v. improving teaching by continuing to match professional development
morecloselytotheneedsofindividualteachersandbysharingthecurrent
betterpracticeintheschool.

2.RaisestandardsinEnglishby:

i. improving the quality of teaching and learning by ensuring all teachers


matchworkmorecloselytoindividualstudentsneeds
ii. ensuringthatteachersencouragemorediscussionanddialogueinlessons
iii. ensuring that opportunities for students to engage in practical group
activitiessuchasdramaareplannedmoreregularly
iv. ensuring more reading books in English are available for students use in
schoolandathome.

3.Ensuremoreablestudentsareconsistentlychallengedinalllessonsby:

i. makingsurethatplanningtakesbetteraccountoftheirneedsandclearly
identifies ways to extend knowledge in lessons beyond curriculum
requirements.

4.Provide more planned opportunities for all students to develop the thinking
andproblemsolvingskillstheywillrequirefortheirfuturelives.

5.Improve resources for ICT and the library, and improve the facilities for PE,
gross motor skills for KG children and outdoor play facilities for primary
students.

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InspectionGrades

BandA BandB BandC


Highperforming Satisfactory Inneedofsignificant
improvement

Unsatisfactory

unsatisfactory
Satisfactory&
Outstanding

Satisfactory
VeryGood

Improving
Good

Poor
Very
Performance
Standard

1 2 3 4 5 6 7 8
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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