united arab emirates inspection framework · 2017. 12. 16. · united arab emirates school...

United Arab Emirates School Inspection Framework 2015-2016

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2015-2016

Inspection United Arab Emirates

FrameworkSchool

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“The education of our people is a great wealth. We are proud of our educated nation because through

knowledge and science we will open the horizons of a glorious future.”

His Highness Sheikh Zayed Bin Sultan Al Nahyan, Founding Father of the UAE

In his vision for a glorious future, our forefather HH Sheikh Zayed Bin Sultan Al

Nahyan emphasised the importance of education. Through his vision, and with the

spirit of the Union, comes our collaborative initiative under the directives of the Prime

Minister’s Office, bringing together a unified inspection framework for the United Arab

Emirates (UAE).

Education is a great wealth, indeed. With keen interest and aspiration, the UAE School

Inspection Framework is designed to provide a shared set of quality standards and

quality assurance to underpin our drive to meet the National Agenda targets and

to provide a world-class education. Central to this is our ambition to harness the

potential of young Emiratis to be innovative future global leaders.

We pride ourselves on this ongoing pursuit of excellence and determination to develop

a happy nation with potential for high achievement. We will not spare any effort to

travel further together with our students and schools to reach greater heights. With

our continued belief in the vision of our forefather, and our continuous striving for

excellence in education for all our young people, we shall succeed in achieving a

glorious future for everyone.



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CONTENTS

Section 11.1 Purpose of this framework ............................................................... 7

1.2 Code of conduct for inspectors ....................................................... 9

Section 22.1 UAE National Agenda ...................................................................... 11

2.2 Innovation in education .................................................................... 12

2.3 Inclusion .......................................................................................... 13

2.4 School self-evaluation ...................................................................... 14

Section 33.1 Framework of performance standards and indicators ...................... 17

Section 44.1 Special educational needs and gifted and talented ........................ 117

4.2 Glossary of terms ...................................................................... 121



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1.1 Purpose of this framework How does school

inspection contribute to that vision?To achieve the world-class education systems to which it aspires, the UAE must apply a high-quality evaluation system to measure reliably the quality of school performance and to support school improvements and students’ outcomes, through rigorous and regular school inspections. The UAE School Inspection Framework is based on comprehensive performance standards that define the essential aspects of a quality education. Each standard is broken down into specific indicators and elements, and detailed descriptors and illustrations guide inspection judgements and school improvement.

What is the UAE vision for education?The United Arab Emirates Vision 2021 has education as its foundation, both explicitly and implicitly. Vision 2021 includes aspirations for citizenship, a spirit of entrepreneurship, enhanced educational attainment, and a knowledge-based economy driven by innovation, research, science and technology. The realisation of these aspirations requires a world-class education system, responsive to national needs and aligned to international standards.

What are the core values of our inspection service?To achieve the desired outcome of high- quality education, UAE education authorities and inspectors are committed to ensuring a quality process through the following core values:

Commitment to high-quality and continual improvement

Excellence in inspection delivery, with the highest standards of professional conduct and cultural sensitivity, together with secure, evidence-based judgements

Transparency in communications before, during and after inspections, relating to both the process and outcomes of inspection

Cooperation and partnership with schools and other stakeholders, with the aims of increasing the efficiency and effectiveness of the inspection process.

How will a unified framework contribute to that vision? Since its formation, the UAE has promoted active collaboration among the Emirates, with integrated national planning and policy in many areas. While educational reform was a common goal, each Emirate approached this in its own way. This unified UAE School Inspection Framework represents the synthesis of many previous inspection and school improvement models, and the culmination of many years of hard work across the Emirates. It is a giant step forward – a unified approach to moving education closer to the 2021 vision.

The UAE School Inspection Framework has been designed to support the inspection of the full range of schools in the UAE that provide education to students from the early years to the end of secondary education. Inspectors will take full account of the proprietorial and governance systems that characterise all schools when applying the framework.

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1.2 Code of conduct for inspectors and school staff Successful inspections require that inspectors and school staff conduct themselves professionally throughout the inspection. Inspectors will aim to leave the staff of each school feeling that they have gained from the experience of inspection. The focus of inspections is to find out what a school is doing well and what might be improved. School leaders, governors, owners and proprietors should recognise the thoroughness of the evidence base as well as understand and respect the judgements that emerge. The entire school community should believe that the inspection has provided a valuable contribution to its strategy for continuous improvement.

Inspectors will:

• arrive at fair and accurate judgements that are securely based on evidence, in line with the UAE School Inspection Framework

• make their evaluations impartially, free of personal bias or prejudice, and have no connection with the school that could undermine their objectivity

• treat those they meet during the inspection process with courtesy and respect, keeping the interests of learners at the heart of every inspection, and remembering that the right of entry into schools is a privilege

• establish effective working relationships with the school staff, keeping in mind their concerns and the circumstances in which they work

• respect the confidentiality of information

• plan and manage the inspection process effectively to ensure it is as smooth and straightforward as possible

• use the school’s self-evaluation as the starting point for inspection and explore issues through professional dialogue with school staff

• observe students’ learning experiences directly

• identify the school’s strengths and areas where improvement is needed

• communicate outcomes clearly and supportively. Feedback to school staff and governing bodies, given orally and in writing, will be clear and unambiguous and will focus on sustaining high-quality outcomes and, where relevant, building capacity to bring about improvement.

School staff are also expected to uphold the highest professional standards during inspections and ensure that inspectors are treated with courtesy and respect. The standards expected of school staff are the same as those of inspectors.



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43Section



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2.1 UAE National Agenda

“Education is a fundamental element for the development of a nation and the best investment in its youth.” UAE Vision 2021

In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, launched the UAE National Agenda as an extension to achieve the UAE Vision 2021 in time for the UAE golden jubilee celebration. The UAE National Agenda covers the sectors of education, health, economy, police, housing, infrastructure and government services. Education is a particularly important focus of the UAE National Agenda as it includes eight objectives that should lead the UAE to being among the most successful countries in providing world-class education. These objectives target important areas in education related to students, teachers and school leaders.

By working towards these objectives, school leaders will take actions to make their schools high-performing educational institutions in the UAE, where students achieve similarly to those in the best educational systems in the world.

Only when school leaders embrace the UAE National Agenda targets will the UAE make further improvements, eventually celebrating in 2021 by being among countries that provide world-class education.

PISA: to be among the 20 highest performing countries in PISA

Completion of high school education: to ensure that 90% of Emirati students complete their high school education

High skills in Arabic language: to ensure that 90% of Grade 9 students develop high skills in Arabic language in the UAE NAP assessment

Highly-effective school leadership: to ensure that 100% of public schools have highly-effective school leadership

TIMSS: to be among the 15 highest performing countries in TIMSS

Attending pre-primary: to ensure that 95% of children in the UAE attend pre-primary education

Highly-quality teachers: to ensure that 100% of schools have high-quality teachers

University foundation programme: to ensure that no students need to join the university foundation programme.



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2.2 Innovation in Education

“More than any other time, we need to boost innovation among young people, build nurturing environments in our society, and encourage our schools and universities to equip our youth with skills in research and discovery methodologies.” - Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime Minister of UAE and Ruler of Dubai (2014)

Promoting a culture of innovation in schools

Innovation is the generation of new and creative ideas and the use of new or improved approaches. It is one of the most effective drivers of economic growth in the modern era for stimulating entrepreneurship and enterprise. 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’ as the primary tools for delivering a programme of economic development and progress, stimulating creativity, and growing a distinct set of skills and capabilities across the nation in order to achieve the UAE Vision 2021. It provides the UAE with a comprehensive plan to develop the entire ‘innovation ecosystem’, which extends into seven key areas of the economy, including education, where innovation is a basic criterion for evaluating public and private schools in order to deliver a world-class education for all children in the UAE.

Innovation comes in many forms. There are innovations in the way schools are owned, organised and managed; in curriculum design models; in teaching and learning approaches, such as the ways in which learning technologies are used; classroom design including virtual spaces; assessment; timetabling; partnerships to promote effective learning and engagement in the economy; and the ways in which teachers and leaders are recruited, trained, developed and rewarded. These innovations can be small or large, recognisable or entirely new and different.

Innovation is driven by a commitment to excellence and continuous improvement. Innovation is based on curiosity, the willingness to take risks and to experiment to test assumptions. Innovation is based on questioning and challenging the status quo. It is also based on recognising opportunity and taking advantage of it. Being innovative is about looking beyond what we currently do well, identifying the great ideas of tomorrow and putting them into practice.

During school inspections, there is now a focus on innovation and the ways in which it is promoted in schools. Inspection teams will explore the school’s vision and interpretation of innovation as found in selected indicators and elements of the inspection framework. Inspectors will seek to understand how it is defined, designed and expressed in the school.



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2.3 Inclusion

The concept and practice of inclusive education have gained importance in recent years. Internationally, the term is increasingly understood more broadly as a reform that supports and welcomes diversity amongst all learners. Inclusive education is not a marginal issue but is central to the achievement of high-quality education for all learners and the development of more inclusive societies. Inclusive education is essential to achieve social equity and is a constituent element of lifelong learning. UNESCO

Inclusive education is the process through which schools develop systems, classrooms, programmes and activities so that all students are able to learn, develop and participate together. In an inclusive school, the curriculum, physical surroundings and school community should reflect the views and characteristics of its students. An inclusive school honours diversity and respects all indviduals.

The UAE is determined to become an inclusive, barrier-free, rights-based society that promotes, protects, and ensures the success of all groups of students. The impact of inclusion should be seen through the learning experiences of all children within UAE schools.

Governors and senior leaders have a responsibility to facilitate and develop inclusive attitudes and practice within their schools. In the most successful schools, a highly- inclusive ethos will be reflected in the values and culture of the entire school community so that learners feel welcome, accepted, safe and valued.

Inclusion does not mean treating people the same without regard for individual differences. The inclusive school will be proactive in identifying barriers which restrict students’ achievement, participation and learning, and will take action to remove obstacles which lead to educational exclusion.

Particular groups of students who require access to specialist provision within our schools are at the highest risk of experiencing educational exclusion. These include students with special educational needs, students with disabilities, students with special talents and students with special gifts. Aspects of provision which require special consideration to ensure the educational inclusion of these groups of students include the:

• effectiveness of identification procedures

• appropriateness of curriculum modification systems

• impact of specific intervention or personal support mechanisms

• use of feedback from monitoring and assessment processes.

Developing inclusion will involve students, professionals, parents, carers and the wider community. Provision made by schools for students with special educational needs is now integrated into this framework. Schools and inspectors will be able to evaluate the quality of provision for these students in the process of considering selected performance standards and indicators.



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2.4 School self-evaluation Accurate self-evaluation is a pre-condition for school improvement. Without it, school leaders, governors, owners and proprietors do not have a realistic view of their school’s strengths and weaknesses. This means that action for improvement is unlikely to address the most important issues or lead to improved outcomes for students.

Self-evaluation is forward looking. It is about change and improvement, whether gradual or transformational. It is based on professional reflection, challenge and support. It involves taking considered decisions about actions which result in clear benefits for students.

Self-evaluation should not take place just because an inspection is imminent. It is a process that all schools need to engage in regularly throughout the year in order to assist everyone involved in the journey of continuous improvement.

At the heart of school self-evaluation are three questions:

• How are we doing?

• How well should we be doing?

• What will we do to improve?

The best schools focus these questions on learning. Learning is their core business and leaders, teachers and students are always learning.

In line with international best practice, school inspections place a firm emphasis on the need for schools in the UAE to become more familiar and confident with the processes of self-evaluation and improvement planning. This inspection framework should be an important tool for schools to use as part of their own self-evaluation procedures.

All schools are required to submit self-evaluation information prior to the inspection team’s visit. This should be aligned to the performance standards and elements in this framework. Inspectors will use the self-evaluation information provided by each school as a starting point for their work so schools are encouraged to undertake carefully considered, reflective self-evaluation.



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16 42Section



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Framework of performance standards and indicators This set of performance standards and indicators has been developed from those used in several Emirates over the previous seven years and following extensive consultation.

Performance standards and indicators are at the heart of the most effective inspection systems worldwide. They provide a framework within which inspectors make judgements on the basis of evidence of observed practice. They serve a number of purposes.

• Standards and indicators create a vocabulary for a conversation with schools about the key purposes of education and the key factors of educational quality.

• The use of a common set of standards and indicators supports consistency in judgements across different inspection teams.

• The statements for the highest performance levels provide a description of educational excellence to which schools can aspire.

• The statements for the lowest performance levels provide schools with a clear understanding of levels of provision that are not acceptable and must be improved.

• Schools can use the standards and indicators for self-evaluation and school improvement through effective development planning.

• The publication of performance standards and indicators contributes to the transparency of the inspection process.

The UAE School Inspection Framework is structured in the following way:

Performance standards represent the key domains of quality education

Indicators outline the main areas covered by the standard

Elements refine specific aspects of the indicators

Brief descriptors describe observable actions for each performance level

Illustrations provide more detailed descriptions of practice at selected performance levels.



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School inspections are structured around six performance standards and conclude with an overall performance judgement.

Performance standards

1. Students’ achievement

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

3. Teaching and assessment

4. Curriculum

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

6. Leadership and management

The choice of these performance standards, underpinned by 17 performance indicators, is based on research into school effectiveness. While there are legitimate disagreements about some aspects of the purpose of education, there is almost universal consensus that an effective school will seek to secure the best possible academic outcomes, while also ensuring students’ personal, physical, social and emotional development.

These two key outcomes – students’ achievement and students’ personal development – are the key measures of school effectiveness and form the basis for the first two standards. The next four standards focus on what research tells us about the most powerful factors determining school effectiveness: the quality of teaching, curriculum, care and leadership.

Overall performance judgement

The UAE School Inspection Framework concludes with an overall judgement of school performance. Using the matrix in this framework, schools and inspection teams consider the evaluations made for the 17 performance indicators and determine the closest match in order to agree the ‘Overall Performance Judgement’ for the school.



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Inspectors will make judgements using a six-level scale. The six levels of quality on the scale are defined as follows:

OutstandingQuality of performance substantially exceeds the expectation of the UAE

Very GoodQuality of performance exceeds the expectation of the UAE

Good Quality of performance meets the expectation of the UAE

(This is the expected level for every school in the UAE)

Acceptable

Quality of performance meets the minimum level of quality required in the UAE

(This is the minimum level for every school in the UAE)

Weak Quality of performance is below the expectation of the UAE

Very WeakQuality of performance is significantly below the expectation of the UAE



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Consistency in quantitative termsThe following terms are used throughout the performance indicators with the following definitions:

Almost all Greater than 90%

Most 75% - 90%

Large majority 61% - 74%

Majority 50% - 60%

Large minority 31% - 49%

Minority 16% - 30%

Few Up to 15%



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Judging students’ attainment, progress and learning skillsInspectors will make evaluations on the basis of the evidence they gather in relation to each significant age group in the school, taking into account the students’ ages.

Inspectors will take account of any significant variations in the performance of different groups of students. These will include:

• boys and girls• Emirati students • lower and higher attaining students• students with special educational needs• students with particular gifts or talents• students for whom the language of instruction is an additional language• students whose first language is Arabic, including children in the early years.

In judging students’ attainment and progress, the descriptors will be applied to certain key subjects:Islamic Education (for Muslim students)

Attainment and progress will be evaluated in a number of areas.• The Holy Qur’an and Hadeeth (Prophet’s sayings) • Islamic values and principles• Islamic law and etiquettes• Seerah (Life of the Prophet)• Faith • Identity• Humanity and the universe

Language

• Arabic as a first or additional language• English• The language of instruction, when it is not Arabic or English

Attainment and progress will be evaluated in listening, speaking, reading and writing. Inspectors will pay close attention to students’ acquisition of higher order reading skills, including inference, interpretation and integration of information.

Inspectors will evaluate students’ progress in English against the standards in the school’s curriculum.



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Mathematics

Where appropriate, students’ attainment and progress will be evaluated in:

• number and quantity and their use• space and shape, measurements, geometry and trigonometry• change and relationship, algebra• uncertainty, chance, data and data display• mathematical thinking: formulating, employing and interpreting.

Inspectors will pay close attention to students’ acquisition of critical thinking, reasoning, problem solving, enquiry, interpretation and application of knowledge.

Science

Where appropriate, students’ attainment and progress will be evaluated in their:

• knowledge and understanding of physical, life, earth and space sciences• scientific thinking, enquiry and investigative skills• practical and laboratory skills• ability to draw conclusions and communicate ideas• application of science to technology, the environment and society.

Inspectors will pay close attention to students’ acquisition of critical thinking, reasoning, problem solving, enquiry, interpretation and application of knowledge.

UAE social studies

Inspectors will pay close attention to a number of areas.

• National identity• Citizenship• Government• Values and ethics• The individual and society• The national economy

Early years

When inspecting provision in the early years, inspectors will judge children’s attainment and progress in key subjects using child-developmental outcomes that are typically found in quality early years curricula and that form the foundations of literacy, numeracy, and personal and social development.



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r th

e pa

st th

ree

year

s, th

e at

tain

men

t of

mos

t stu

dent

s ha

s be

en c

onsi

sten

tly

belo

w in

tern

atio

nal

stan

dard

s or

has

var

ied

cons

ider

ably.

Ove

r th

e pa

st th

ree

year

s, o

nly

a fe

w

stud

ents

hav

e at

tain

ed

leve

ls th

at a

re in

line

w

ith n

atio

nal a

nd

inte

rnat

iona

l sta

ndar

ds.


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ab E

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-201

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d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

atta

inm

ent

illus

trat

ed b

elo

w w

oul

d

be

eval

uate

d a

s o

utst

and

ing

.

•.M

ost

stud

ents

’ w

ork,

as

mea

sure

d ag

ains

t th

e sc

hool

’s

curr

icul

um s

tand

ards

, is

con

sist

ently

abo

ve t

he a

ge-r

elat

ed

leve

ls.

• U

sing

ext

erna

l an

d ot

her

appr

opria

te b

ench

mar

ks,

mos

t st

uden

ts’ r

esul

ts a

re a

bove

inte

rnat

iona

l sta

ndar

ds.

• M

ost

stud

ents

dem

onst

rate

hig

h le

vels

of

know

ledg

e an

d un

ders

tand

ing

show

n in

the

con

sist

ently

ver

y hi

gh q

ualit

y of

the

ir w

ork,

whi

ch i

s ab

ove

inte

rnat

iona

l st

anda

rds.

For

th

eir

age,

they

hav

e ex

celle

nt s

kills

in li

tera

cy, n

umer

acy

and

tech

nolo

gy.

• O

ver

the

prev

ious

thr

ee y

ears

, th

e sc

hool

has

mai

ntai

ned

cons

iste

ntly

hig

h st

anda

rds

of a

ttai

nmen

t for

mos

t stu

dent

s.

The

qua

lity

of

atta

inm

ent

illus

trat

ed b

elo

w w

oul

d

be

eval

uate

d a

s g

oo

d.

• T

he m

ajo

rity

of

stud

ents

’ w

ork

, as

mea

sure

d a

gai

nst

the

scho

ol’s

cur

ricul

um le

vels

, is

ab

ove

the

ag

e-re

late

d st

anda

rds.

• In

rel

atio

n to

ben

chm

arks

use

d by

the

sch

ool,

the

maj

ority

of

stu

dent

s’ te

st a

nd e

xter

nal e

xam

inat

ion

resu

lts a

re a

bove

in

tern

atio

nal s

tand

ards

.

• Th

e m

ajor

ity o

f stu

dent

s de

mon

stra

te k

now

ledg

e, s

kills

and

un

ders

tand

ing

that

are

abo

ve c

urric

ulum

and

int

erna

tiona

l st

anda

rds.

For

the

ir ag

e, t

hey

have

wel

l dev

elop

ed s

kills

in

liter

acy,

num

erac

y an

d te

chno

logy

.

• O

ver

the

prev

ious

thr

ee y

ears

, th

e sc

hool

has

mai

ntai

ned

or i

mpr

oved

hig

h st

anda

rds

of a

ttai

nmen

t fo

r th

e m

ajor

ity

of s

tude

nts.

Att

ainm

ent

is n

ow b

road

ly a

bove

the

exp

ecte

d le

vels

.

The

qua

lity

of

atta

inm

ent

illus

trat

ed b

elo

w w

oul

d

be

eval

uate

d a

s ac

cep

tab

le.

• M

ost

stud

ents

’ w

ork,

as

mea

sure

d ag

ains

t th

e sc

hool

’s

curr

icul

um le

vels

, is

broa

dly

in lin

e w

ith a

ge-r

elat

ed s

tand

ards

.

• In

rela

tion

to b

ench

mar

ks u

sed

by th

e sc

hool

, mos

t stu

dent

s’

test

and

ext

erna

l exa

min

atio

n re

sults

are

at

leas

t in

line

with

in

tern

atio

nal s

tand

ards

.

• M

ost

stud

ents

de

mon

stra

te

know

ledg

e,

skills

an

d un

ders

tand

ing

in

line

with

cu

rric

ulum

an

d in

tern

atio

nal

stan

dard

s. F

or th

eir a

ge, t

hey

dem

onst

rate

bas

ic c

ompe

tenc

y in

lite

racy

, num

erac

y an

d te

chno

logy

.

• Th

ere

may

be

varia

tion

from

yea

r to

yea

r in

ext

erna

l te

st

resu

lts b

ut,

over

all,

stud

ents

’ at

tain

men

t is

bro

adly

in

line

with

cur

ricul

um a

nd in

tern

atio

nal s

tand

ards

.


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-201

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Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

1.2.

1 P

rog

ress

of

stud

ents

, in

clud

ing

tho

se w

ith s

pec

ial e

duc

atio

nal n

eed

s, a

gai

nst

thei

r st

artin

g p

oin

ts a

nd o

ver

time

Inte

rnal

and

ext

erna

l as

sess

men

t inf

orm

atio

n in

dica

tes

that

mos

t st

uden

ts m

ake

bett

er

than

exp

ecte

d pr

ogre

ss

in re

latio

n to

thei

r in

divi

dual

sta

rtin

g po

ints

an

d th

e cu

rric

ulum

st

anda

rds.

Inte

rnal

and

ext

erna

l as

sess

men

t inf

orm

atio

n in

dica

tes

that

a la

rge

maj

ority

of s

tude

nts

mak

e be

tter

than

ex

pect

ed p

rogr

ess

in

rela

tion

to in

divi

dual

st

artin

g po

ints

and

the

curr

icul

um s

tand

ards

.

Inte

rnal

and

ext

erna

l as

sess

men

t inf

orm

atio

n in

dica

tes

that

the

maj

ority

of s

tude

nts

mak

e be

tter

than

ex

pect

ed p

rogr

ess

in re

latio

n to

thei

r in

divi

dual

sta

rtin

g po

ints

an

d th

e cu

rric

ulum

st

anda

rds.

Inte

rnal

and

ext

erna

l as

sess

men

t inf

orm

atio

n in

dica

tes

that

mos

t st

uden

ts m

ake

the

expe

cted

pro

gres

s in

re

latio

n to

indi

vidu

al

star

ting

poin

ts a

nd th

e cu

rric

ulum

sta

ndar

ds.

Ass

essm

ent i

nfor

mat

ion

indi

cate

s th

at le

ss th

an

thre

e-qu

arte

rs o

f the

st

uden

ts m

ake

the

expe

cted

pro

gres

s in

re

latio

n to

indi

vidu

al

star

ting

poin

ts a

nd th

e cu

rric

ulum

sta

ndar

ds.

Ass

essm

ent i

nfor

mat

ion

indi

cate

s th

at o

nly

a fe

w s

tude

nts

mak

e th

e ex

pect

ed p

rogr

ess

in

rela

tion

to in

divi

dual

st

artin

g po

ints

and

the

curr

icul

um s

tand

ards

.

1.2.

2 P

rog

ress

in le

sso

ns

In le

sson

s, m

ost

stud

ents

mak

e be

tter

than

exp

ecte

d pr

ogre

ss in

rela

tion

to

appr

opria

te le

arni

ng

obje

ctiv

es a

ligne

d w

ith

the

expe

cted

cur

ricul

um

stan

dard

s.

In le

sson

s, a

larg

e m

ajor

ity o

f stu

dent

s m

ake

bett

er th

an

expe

cted

pro

gres

s in

re

latio

n to

app

ropr

iate

le

arni

ng o

bjec

tives

al

igne

d w

ith th

e ex

pect

ed c

urric

ulum

st

anda

rds.

In le

sson

s, th

e m

ajor

ity

of s

tude

nts

mak

e be

tter

than

exp

ecte

d pr

ogre

ss in

rela

tion

to

appr

opria

te le

arni

ng

obje

ctiv

es a

ligne

d w

ith th

e ex

pect

ed

curr

icul

um s

tand

ards

.

In le

sson

s, m

ost

stud

ents

mak

e ex

pect

ed p

rogr

ess

in

rela

tion

to a

ppro

pria

te

lear

ning

obj

ectiv

es

alig

ned

with

the

expe

cted

cur

ricul

um

stan

dard

s an

d a

few

m

ake

bett

er p

rogr

ess.

In le

sson

s, o

nly

a m

ajor

ity o

f stu

dent

s m

ake

expe

cted

pr

ogre

ss in

rela

tion

to

appr

opria

te le

arni

ng

obje

ctiv

es a

ligne

d w

ith

the

expe

cted

cur

ricul

um

stan

dard

s.

In le

sson

s, o

nly

a fe

w s

tude

nts

mak

e ex

pect

ed p

rogr

ess

in

rela

tion

to a

ppro

pria

te

lear

ning

obj

ectiv

es

alig

ned

with

the

expe

cted

cur

ricul

um

stan

dard

s.

1.2

Pro

gre

ss

Ele

men

ts

1.2.

1 P

rog

ress

of

stud

ents

, inc

lud

ing

tho

se w

ith s

pec

ial e

duc

atio

nal n

eed

s, a

gai

nst

thei

r st

artin

g p

oin

ts a

nd o

ver

time

1.2.

2 P

rog

ress

in le

sso

ns1.

2.3

Pro

gre

ss o

f d

iffer

ent

gro

ups

of

stud

ents

Bri

ef d

escr

ipto

rs


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* “g

roup

s” r

efer

s to

thos

e id

entifi

ed u

nder

the

sect

ion

“Jud

ging

stu

dent

s’ a

ttai

nmen

t, pr

ogre

ss a

nd le

arni

ng s

kills

”

1.2.

3 P

rog

ress

of

diff

eren

t g

roup

s o

f st

uden

ts

All

grou

ps*

of s

tude

nts

mak

e be

tter

than

ex

pect

ed p

rogr

ess.

Mos

t gro

ups*

of

stud

ents

mak

e be

tter

than

exp

ecte

d pr

ogre

ss.

The

maj

ority

of g

roup

s*

of s

tude

nts

mak

e be

tter

than

exp

ecte

d pr

ogre

ss.

All

grou

ps*

mak

e at

leas

t exp

ecte

d pr

ogre

ss, a

lthou

gh

ther

e m

ay b

e so

me

unev

enne

ss in

pro

gres

s be

twee

n gr

oups

*.

At l

east

one

sig

nific

ant

grou

p* o

f stu

dent

s do

es

not m

ake

the

expe

cted

pr

ogre

ss.

Ther

e is

sig

nific

ant

disp

arity

in p

rogr

ess

rate

s be

twee

n th

e di

ffere

nt g

roup

s* o

f st

uden

ts.


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d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

pro

gre

ss il

lust

rate

d b

elo

w w

oul

d

be

eval

uate

d a

s o

utst

and

ing

.

• In

tern

al a

nd e

xter

nal

asse

ssm

ent

info

rmat

ion

show

s th

at,

in r

elat

ion

to t

heir

asse

ssed

sta

rtin

g po

ints

, m

ost

stud

ents

re

ach

high

er le

vels

of a

ttai

nmen

t tha

n pr

edic

ted.

• M

ost

stud

ents

mak

e si

gnifi

cant

gai

ns i

n th

eir

know

ledg

e,

skills

and

und

erst

andi

ng,

as m

easu

red

agai

nst

the

lear

ning

ob

ject

ives

in le

sson

s. T

hey

mak

e lin

ks b

etw

een

subj

ect a

reas

de

mon

stra

ting

high

leve

ls o

f com

pete

nce

and

appl

ying

thei

r sk

ills s

ucce

ssfu

lly in

eve

ryda

y an

d un

fam

iliar

cont

exts

.

• A

ll gr

oups

of

st

uden

ts,

incl

udin

g th

ose

with

sp

ecia

l ed

ucat

iona

l nee

ds a

nd lo

w a

ttai

ners

, m

ake

sim

ilarly

str

ong

prog

ress

.

The

qua

lity

of

pro

gre

ss il

lust

rate

d b

elo

w w

oul

d

be

eval

uate

d a

s g

oo

d.

• In

tern

al a

nd e

xter

nal a

sses

smen

t in

form

atio

n in

dica

tes

that

, in

rel

atio

n to

the

ir st

artin

g po

ints

, th

e m

ajor

ity o

f st

uden

ts

reac

h hi

gher

leve

ls o

f att

ainm

ent t

han

pred

icte

d.

• Th

e m

ajor

ity o

f stu

dent

s m

ake

nota

ble

gain

s in

kno

wle

dge,

sk

ills a

nd u

nder

stan

ding

, as

mea

sure

d ag

ains

t th

e le

arni

ng

obje

ctiv

es i

n le

sson

s. T

hey

mak

e lin

ks t

o pr

ior

know

ledg

e an

d ar

e co

nfide

nt in

app

lyin

g th

eir s

kills

in e

very

day

cont

exts

.

• Th

e m

ajor

ity o

f gr

oups

of

stud

ents

, in

clud

ing

thos

e w

ith

spec

ial e

duca

tiona

l nee

ds a

nd lo

w a

ttai

ners

, m

ake

sim

ilarly

st

rong

pro

gres

s.

The

qua

lity

of

pro

gre

ss il

lust

rate

d b

elo

w w

oul

d

be

eval

uate

d a

s ac

cep

tab

le.

• In

tern

al a

nd e

xter

nal a

sses

smen

t in

form

atio

n in

dica

tes

that

, in

rel

atio

n to

the

ir st

artin

g po

ints

, m

ost

stud

ents

rea

ch t

he

pred

icte

d le

vels

of a

ttai

nmen

t.

• M

ost

stu

den

ts m

ake

gai

ns

in k

no

wle

dg

e, s

kills

an

d un

ders

tand

ing,

as

mea

sure

d ag

ains

t th

e le

arni

ng o

bjec

tives

in

les

sons

. A

few

stu

dent

s m

ake

links

to

prio

r kn

owle

dge

but

a m

ajor

ity m

ay la

ck c

onfid

ence

in a

pply

ing

thei

r sk

ills in

ev

eryd

ay c

onte

xts.

• M

ost

gro

ups

of

stud

ents

, in

clud

ing

tho

se w

ith s

pec

ial

educ

atio

nal

need

s an

d l

ow

att

aine

rs,

mak

e ex

pec

ted

prog

ress

.

The

qua

lity

of

atta

inm

ent

and

pro

gre

ss il

lust

rate

d

bel

ow

is u

nlik

ely

to b

e ac

cep

tab

le.

• S

tude

nts

are

wor

king

at

a le

vel b

elow

wha

t is

exp

ecte

d fo

r th

eir

ages

.

• S

tude

nts’

key

ski

lls in

lite

racy

, num

erac

y an

d te

chno

logy

are

so

lim

ited

that

the

y fin

d it

diffi

cult

to w

ork

co-o

pera

tivel

y or

in

depe

nden

tly.

• Th

e ra

te o

f st

uden

ts’

prog

ress

is t

oo s

low

and

a s

igni

fican

t m

inor

ity o

f stu

dent

s do

not

mak

e th

e pr

ogre

ss o

f whi

ch th

ey

are

capa

ble.

Few

stu

dent

s ar

e ab

le t

o ap

ply

thei

r sk

ills a

nd

know

ledg

e in

eve

ryda

y co

ntex

ts.

• N

ot

all g

roup

s o

f st

uden

ts,

incl

udin

g t

hose

with

sp

ecia

l ed

ucat

iona

l ne

eds

and

lo

w a

ttai

ners

, m

ake

suffi

cien

t pr

ogre

ss.


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1.3

Lea

rnin

g s

kills

Pro

por

tions

of

stud

ents

: exc

ept

whe

re s

pec

ifica

lly s

tate

d, t

he d

escr

ipto

rs t

hat

follo

w d

o no

t m

ake

refe

renc

e to

pro

por

tions

of

stud

ents

. It

is e

xpec

ted

tha

t th

e le

arni

ng s

kills

des

crib

ed w

ill b

e ty

pic

al o

f th

ose

gene

rally

dis

pla

yed

by

stud

ents

in d

iffer

ent

pha

ses

of a

sch

ool.

Ele

men

ts

1.3.

1 S

tud

ents

’ eng

agem

ent

in, a

nd r

esp

ons

ibili

ty f

or,

thei

r o

wn

lear

ning

1.3.

2 S

tud

ents

’ int

erac

tions

, co

llab

ora

tion

and

co

mm

unic

atio

n sk

ills

1.3.

3 A

pp

licat

ion

of

lear

ning

to

the

wo

rld

and

mak

ing

co

nnec

tions

bet

wee

n ar

eas

of

lear

ning

1.3.

4 In

nova

tion,

ent

erp

rise

, enq

uiry

, res

earc

h, c

ritic

al t

hink

ing

and

use

of

lear

ning

tec

hno

log

ies

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

1.3.

1 S

tud

ents

’ eng

agem

ent

in, a

nd r

esp

ons

ibili

ty f

or,

thei

r o

wn

lear

ning

Stu

dent

s ar

e en

thus

iast

ic a

nd

take

resp

onsi

bilit

y fo

r th

eir

own

lear

ning

in

sust

aine

d w

ays.

The

y fo

cus

wel

l and

refle

ct o

n th

eir l

earn

ing

to e

valu

ate

thei

r st

reng

ths

and

wea

knes

ses

accu

rate

ly.

They

take

targ

eted

ac

tions

to im

prov

e.

Stu

dent

s ar

e ke

en

to le

arn

and

take

re

spon

sibi

lity

for

thei

r ow

n le

arni

ng. T

hey

know

thei

r st

reng

ths

and

wea

knes

ses

and

act p

urpo

sefu

lly to

im

prov

e.

Stu

dent

s en

joy

lear

ning

an

d ta

ke in

crea

sing

re

spon

sibi

lity

for

thei

r ow

n le

arni

ng. T

hey

know

thei

r st

reng

ths

and

wea

knes

ses

and

take

ste

ps to

impr

ove.

Stu

dent

s ha

ve p

ositi

ve

attit

udes

tow

ard

lear

ning

and

can

w

ork

for

shor

t per

iods

w

ithou

t the

ir te

ache

rs’

inte

rven

tion.

The

y m

ay

be p

assi

ve le

arne

rs, b

ut

they

kno

w w

hat t

hey

have

lear

ned

and

how

to

impr

ove

thei

r w

ork

in

gene

ral t

erm

s.

Stu

dent

s ar

e ea

sily

di

stra

cted

and

wor

k on

ly w

ith th

eir

teac

hers

’ di

rect

ion.

Stu

dent

s ra

rely

refle

ct o

n th

e qu

ality

of t

heir

lear

ning

an

d co

nseq

uent

ly th

ey

are

unsu

re h

ow to

im

prov

e th

eir

wor

k.

Stu

dent

s ar

e ve

ry e

asily

di

stra

cted

and

wor

k on

ly w

ith c

onst

ant

teac

her

dire

ctio

n. T

hey

do n

ot s

how

inte

rest

in

lear

ning

. The

y do

no

t eva

luat

e th

e qu

ality

of

thei

r le

arni

ng a

nd

cons

eque

ntly

they

do

not

kno

w h

ow to

im

prov

e th

eir

wor

k.


33

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

1.3.

2 S

tud

ents

’ int

erac

tions

, co

llab

ora

tion

and

co

mm

unic

atio

n sk

ills

Stu

dent

s in

tera

ct

and

colla

bora

te v

ery

effe

ctiv

ely

in a

wid

e ra

nge

of le

arni

ng

situ

atio

ns to

ach

ieve

ag

reed

goa

ls. T

hey

com

mun

icat

e th

eir

lear

ning

ver

y cl

early

.

Stu

dent

s in

tera

ct a

nd

colla

bora

te p

urpo

sefu

lly

and

prod

uctiv

ely

in

a ra

nge

of le

arni

ng

situ

atio

ns to

ach

ieve

co

mm

on g

oals

. The

y co

mm

unic

ate

thei

r le

arni

ng e

ffect

ivel

y.

Stu

dent

s in

tera

ct a

nd

colla

bora

te w

ell i

n a

rang

e of

lear

ning

si

tuat

ions

. The

y co

mm

unic

ate

thei

r le

arni

ng c

lear

ly.

Stu

dent

s ca

n w

ork

prod

uctiv

ely

in g

roup

s al

thou

gh th

e qu

ality

of

thei

r in

tera

ctio

ns is

va

ried

and

colla

bora

tion

is li

mite

d. T

hey

com

mun

icat

e th

eir

lear

ning

ade

quat

ely.

Stu

dent

s w

ork

toge

ther

on

ly w

ith te

ache

r su

perv

isio

n. T

hey

find

it di

fficu

lt to

inte

ract

an

d to

dis

cuss

and

co

mm

unic

ate

thei

r le

arni

ng.

Onl

y a

few

stu

dent

s ca

n in

tera

ct a

nd

wor

k to

geth

er a

t an

acce

ptab

le le

vel a

nd

com

mun

icat

e th

eir

lear

ning

.

1.3.

3 A

pp

licat

ion

of

lear

ning

to

the

wo

rld

and

mak

ing

co

nnec

tions

bet

wee

n ar

eas

of

lear

ning

Stu

dent

s co

nsis

tent

ly

mak

e m

eani

ngfu

l co

nnec

tions

bet

wee

n ar

eas

of le

arni

ng a

nd

use

thes

e to

dee

pen

thei

r un

ders

tand

ing

of

the

wor

ld.

Stu

dent

s re

gula

rly

mak

e m

eani

ngfu

l co

nnec

tions

bet

wee

n ar

eas

of le

arni

ng a

nd

rela

te th

ese

wel

l to

thei

r un

ders

tand

ing

of th

e w

orld

.

Stu

dent

s m

ake

clea

r co

nnec

tions

bet

wee

n ar

eas

of le

arni

ng a

nd

rela

te th

ese

to th

eir

unde

rsta

ndin

g of

the

wor

ld.

Stu

dent

s m

ake

a fe

w

conn

ectio

ns b

etw

een

area

s of

lear

ning

an

d re

late

thes

e in

si

mpl

e w

ays

to th

eir

unde

rsta

ndin

g of

the

wor

ld.

Stu

dent

s fin

d it

diffi

cult

to m

ake

conn

ectio

ns

betw

een

area

s of

le

arni

ng a

nd to

rela

te

know

ledg

e to

thei

r un

ders

tand

ing

of th

e w

orld

.

Onl

y a

few

stu

dent

s ar

e ab

le to

mak

e co

nnec

tions

bet

wee

n ar

eas

of le

arni

ng a

nd

rela

te k

now

ledg

e to

th

eir

unde

rsta

ndin

g of

th

e w

orld

.

1.3.

4 In

nova

tion,

ent

erp

rise

, enq

uiry

, res

earc

h, c

ritic

al t

hink

ing

and

use

of

lear

ning

tec

hno

log

ies

Stu

dent

s ar

e in

nova

tive

and

ente

rpris

ing.

Th

ey a

re in

depe

nden

t le

arne

rs a

nd c

an

find

thin

gs o

ut fo

r th

emse

lves

usi

ng a

va

riety

of d

iffer

ent

sour

ces.

The

y us

e le

arni

ng te

chno

logi

es

inde

pend

ently

and

ve

ry e

ffect

ivel

y. C

ritic

al

thin

king

and

pro

blem

-so

lvin

g sk

ills a

re in

trin

sic

feat

ures

of l

earn

ing.

Stu

dent

s ar

e in

nova

tive

and

ente

rpris

ing.

Th

ey u

se e

nqui

ry a

nd

rese

arch

ski

lls, a

nd

lear

ning

tech

nolo

gies

ef

fect

ivel

y. C

ritic

al

thin

king

and

pro

blem

-so

lvin

g sk

ills a

re k

ey

feat

ures

of l

earn

ing.

Stu

dent

s ar

e en

terp

risin

g. T

hey

can

find

thin

gs o

ut

for

them

selv

es a

nd

use

tech

nolo

gies

to

supp

ort t

heir

lear

ning

. C

ritic

al th

inki

ng a

nd

prob

lem

-sol

ving

ski

lls

are

com

mon

feat

ures

of

lear

ning

.

Stu

dent

s ca

n do

bas

ic

rese

arch

with

teac

hers

’ di

rect

ion.

The

y us

e le

arni

ng te

chno

logi

es

in li

mite

d w

ays

to

supp

ort t

heir

lear

ning

. C

ritic

al th

inki

ng a

nd

prob

lem

-sol

ving

ski

lls

are

deve

lopi

ng fe

atur

es

of le

arni

ng.

Stu

dent

s fin

d it

diffi

cult

to d

o ba

sic,

in

depe

nden

t res

earc

h or

use

lear

ning

te

chno

logi

es e

ffect

ivel

y.

Crit

ical

thin

king

and

pr

oble

m-s

olvi

ng s

kills

ar

e un

derd

evel

oped

fe

atur

es o

f lea

rnin

g.

Onl

y a

few

stu

dent

s ca

n fin

d th

ings

out

in

depe

nden

tly a

nd u

se

lear

ning

tech

nolo

gies

ef

fect

ivel

y. C

ritic

al

thin

king

and

pro

blem

-so

lvin

g sk

ills a

re n

ot

feat

ures

of l

earn

ing.


34

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

lear

ning

ski

lls il

lust

rate

d b

elo

w

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• S

tude

nts

are

mot

ivat

ed

and

eage

r pa

rtic

ipan

ts

in

thei

r le

arni

ng. T

hey

are

activ

ely

invo

lved

in th

eir

own

lear

ning

and

de

velo

pmen

t, an

d sh

ow i

ncre

asin

g sk

ills a

s le

arne

rs a

nd

asse

ssor

s of

the

ir ow

n le

arni

ng. S

tude

nts

are

very

aw

are

of

thei

r pr

ogre

ss a

nd s

tren

gths

in le

arni

ng. T

he q

uest

ions

the

y as

k sh

ow t

hey

are

mak

ing

impo

rtan

t co

nnec

tions

bet

wee

n ne

w le

arni

ng a

nd w

hat t

hey

alre

ady

know

. The

y ar

e re

flect

ive

and

anal

yse

lear

ning

situ

atio

ns in

ord

er t

o di

scov

er t

he b

est

solu

tions

. The

ir in

depe

nden

ce s

how

s its

elf p

artic

ular

ly in

the

way

s th

ey u

se te

chno

logy

.

• S

tude

nts

choo

se t

he b

est

way

s to

com

plet

e ta

sks

with

in

grou

p an

d in

divi

dual

set

tings

bot

h in

lead

ing

and

supp

ortin

g th

eir

peer

s. T

hrou

gh e

ffect

ive

colla

bora

tion

with

oth

ers,

by

cont

ribut

ing

idea

s an

d lis

teni

ng t

o on

e an

othe

r, st

uden

ts

dem

onst

rate

hig

h le

vels

of s

kills

as

inde

pend

ent t

hink

ers

and

lear

ners

, and

ach

ieve

com

mon

goa

ls.

• S

kills

, kn

owle

dge

and

unde

rsta

ndin

g ac

quire

d ar

e ap

plie

d co

nfide

ntly

and

acc

urat

ely

to n

ew le

arni

ng c

onte

xts.

Stu

dent

s de

mon

stra

te s

ucce

ss i

n ap

plyi

ng t

heir

skills

to

prob

lem

s re

flect

ing

real

life

situ

atio

ns, b

oth

fam

iliar a

nd u

nfam

iliar.

They

m

ake

conn

ectio

ns b

etw

een

thei

r lea

rnin

g in

diff

eren

t par

ts o

f th

e cu

rric

ulum

. Th

ey a

re s

ucce

ssfu

l, co

nfide

nt,

resp

onsi

ble

lear

ners

.

• S

tude

nts

dem

onst

rate

pr

ofici

ency

in

fin

ding

ou

t ne

w

info

rmat

ion

and

are

able

to

appl

y su

cces

sful

ly t

heir

criti

cal

thin

king

to

task

s. T

hey

are

inno

vativ

e an

d c

reat

ive.

The

y hy

poth

esis

e an

d dr

aw i

nfer

ence

s w

ith e

ase

and

so t

heir

abili

ties

to s

olv

e p

rob

lem

s ar

e ex

celle

nt.

The

ir w

ork

will

of

ten

refle

ct m

atur

ity a

nd in

depe

nden

ce o

f tho

ught

and

they

re

adily

find

thi

ngs

out

for

them

selv

es b

y us

ing

book

s an

d ot

her

reso

urce

s, in

clud

ing

tech

nolo

gy. T

hrou

gh th

e ef

fect

ive

use

of d

iffer

ent

sour

ces

of in

form

atio

n, s

tude

nts

are

able

to

mak

e ac

cura

te a

nd a

ppro

pria

te c

oncl

usio

ns a

nd p

rese

nt

thei

r le

arni

ng w

ith c

onfid

ence

.

The

qua

lity

of

lear

ning

ski

lls il

lust

rate

d b

elo

w

wo

uld

be

eval

uate

d a

s g

oo

d.

• S

tud

ents

hav

e a

gen

uine

int

eres

t in

lea

rnin

g.

The

y ar

e ac

tivel

y in

volv

ed a

nd s

usta

in c

once

ntra

tion

in le

sson

s. T

hey

are

taki

ng in

crea

sing

resp

onsi

bilit

y fo

r the

ir ow

n le

arni

ng a

nd

asse

ssm

ent o

f it,

and

are

capa

ble

of w

orki

ng p

rodu

ctiv

ely

on

thei

r ow

n. T

hey

do n

ot n

eed

muc

h gu

idan

ce fr

om t

each

ers

and

use

reso

urce

s, in

clud

ing

tech

nolo

gy, s

ensi

bly

to s

uppo

rt

thei

r w

ork.

Stu

dent

s kn

ow h

ow w

ell t

hey

are

doin

g in

the

ir w

ork.

The

y re

adily

und

erst

and

wha

t th

ey n

eed

to im

prov

e an

d ho

w th

ey m

ight

suc

ceed

.

• S

tude

nts

are

com

fort

able

wor

king

toge

ther

with

oth

ers.

The

y ar

e w

ell

awar

e of

the

ben

efits

tha

t gr

oup

wor

k pr

oduc

es,

alth

ough

the

y m

ay n

ot a

lway

s in

itiat

e co

llabo

rativ

e ac

tivity

. S

tude

nts

have

lear

ned

not o

nly

to lis

ten

othe

r stu

dent

s’ v

iew

s bu

t al

so t

o an

alys

e th

em a

nd r

espo

nd t

o th

em t

houg

htfu

lly.

Thei

r ow

n co

ntrib

utio

ns a

re p

ertin

ent a

nd h

elpf

ul to

oth

ers.


35

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

• S

tude

nts

unde

rsta

nd t

he c

onne

ctio

ns b

etw

een

the

diffe

rent

st

rand

s of

lear

ning

. The

y ap

prec

iate

how

lang

uage

und

erpi

ns

thei

r lea

rnin

g of

sci

ence

, for

exa

mpl

e, a

nd h

ow s

port

is lin

ked

to h

ealth

edu

catio

n. S

imila

rly, s

tude

nts

can

appl

y as

pect

s of

th

eir

lear

ning

to

the

wor

ld b

eyon

d sc

hool

. A

s a

resu

lt, t

hey

reco

gnis

e th

eir

own

know

ledg

e an

d sk

ills in

the

se d

iffer

ent

cont

exts

.

• S

tude

nts

are

reso

urce

ful

and

able

to

find

thin

gs o

ut f

or

them

selv

es

in

a ra

nge

of

way

s,

incl

udin

g bo

oks

and

tech

nolo

gy,

alth

ough

the

y so

met

imes

tak

e in

form

atio

n at

fa

ce v

alue

with

out

inte

rpre

ting

it en

ough

. Th

ey c

an t

hink

fo

r th

emse

lves

and

the

ir re

flect

ion

is p

rodu

ctiv

e, a

lthou

gh it

m

ay la

ck d

epth

or i

nsig

ht. T

hey

solv

e pr

oble

ms

com

pete

ntly,

w

heth

er th

ey a

re w

orki

ng in

divi

dual

ly o

r w

ith o

ther

s.

The

qua

lity

of

lear

ning

ski

lls il

lust

rate

d b

elo

w

wo

uld

be

eval

uate

d a

s ac

cep

tab

le.

• S

tude

nts

occa

sion

ally

tak

e re

spon

sibi

lity

for,

and

are

activ

e in

, th

eir

own

lear

ning

. Th

ey d

o w

hat

teac

hers

ask

of

them

bu

t may

ofte

n be

pas

sive

list

ener

s or

wat

cher

s, o

r und

erta

ke

task

s w

hich

do

not r

equi

re m

uch

thou

ght.

Whi

le th

e m

ajor

ity

of s

tude

nts

wor

k w

ell i

n th

e ab

senc

e of

clo

se s

uper

visi

on,

othe

rs l

ack

mot

ivat

ion

or a

re e

asily

dis

trac

ted.

The

y kn

ow

wha

t th

ey n

eed

to d

o to

impr

ove,

alth

ough

a m

inor

ity m

ay

be u

ncle

ar. S

tude

nts

have

onl

y a

gene

ral a

war

enes

s of

thei

r pr

ogre

ss a

nd s

tren

gths

as

lear

ners

.

• S

tude

nts

wor

k co

llabo

rativ

ely

in

fam

iliar

grou

ps.

Whi

lst

wor

king

in g

roup

s or

team

s, a

t tim

es s

tude

nts

lack

the

skills

th

ey n

eed

to c

o-op

erat

e an

d pr

oduc

e go

od w

ork.

The

y do

no

t al

way

s un

ders

tand

the

impo

rtan

ce o

f lis

teni

ng t

o ea

ch

othe

r in

ord

er to

mak

e m

eani

ngfu

l con

trib

utio

ns.

• S

tude

nts

acqu

ire k

now

ledg

e an

d sk

ills f

rom

a r

ange

of

cont

exts

but

thei

r und

erst

andi

ng m

ay b

e le

ss w

ell d

evel

oped

. C

onse

quen

tly,

stud

ents

will

only

dem

onst

rate

suc

cess

in

thei

r le

arni

ng in

fam

iliar

cont

exts

whe

re t

hey

are

requ

ired

to

repe

at a

pro

cedu

re. W

hen

requ

ired

to a

pply

thei

r lea

rnin

g to

ne

w c

onte

xts,

they

may

nee

d hi

gh le

vels

of s

uppo

rt.

• S

tude

nts

dem

onst

rate

age

-app

ropr

iate

res

earc

h an

d sk

ills

in t

echn

olog

y bu

t ra

rely

exh

ibit

inde

pend

ent

thin

king

or

prob

lem

-sol

ving

ski

lls. T

hey

tend

to re

ly o

n ad

ults

.

The

qua

lity

of

lear

ning

ski

lls il

lust

rate

d b

elo

w is

un

likel

y to

be

acce

pta

ble

.

• A

sub

stan

tial p

ropo

rtio

n of

stu

dent

s is

not

eng

aged

in le

sson

s an

d st

uden

ts a

re u

nabl

e to

exp

lain

wha

t the

y ar

e do

ing.

• S

tude

nts

are

unab

le to

wor

k co

llabo

rativ

ely.

• S

tude

nts

do n

ot a

pply

wha

t the

y ha

ve le

arne

d in

key

sub

ject

s to

oth

er a

spec

ts o

f th

eir

wo

rk.

The

y d

o n

ot

reco

gni

se

conn

ectio

ns b

etw

een

wha

t th

ey a

re le

arni

ng a

nd t

he w

orld

be

yond

sch

ool.

• S

tude

nts’

thi

nkin

g sk

ills a

re n

ot d

evel

oped

wel

l, an

d so

st

uden

ts s

trug

gle

to fi

nd t

hing

s ou

t an

d so

lve

prob

lem

s fo

r th

emse

lves

. Th

eir

skill

s in

usi

ng le

arni

ng t

echn

olog

ies

are

wea

k.


36

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

2. S

tud

ents

’ p

ers

onal and

so

cia

l d

eve

lop

me

nt,

and

the

ir

in

no

vatio

n s

kill

sP

rop

ortio

ns o

f stu

den

ts: E

xcep

t w

here

sp

ecifi

cally

sta

ted

, the

des

crip

tors

tha

t fo

llow

do

not

mak

e re

fere

nce

to p

rop

ortio

ns

of s

tud

ents

. It

is e

xpec

ted

tha

t th

e p

erso

nal a

nd s

ocia

l dev

elop

men

t an

d s

tud

ents

’ inn

ovat

ion

skill

s w

ill b

e ty

pic

al o

f tho

se

gene

rally

see

n in

diff

eren

t p

hase

s of

a s

choo

l.

2.1

Per

sona

l dev

elo

pm

ent

Ele

men

ts

2.1.

1 A

ttitu

des

2.1.

2 B

ehav

iour

2.1.

3 R

elat

ions

hip

s2.

1.4

Ad

op

tion

of

safe

and

hea

lthy

lifes

tyle

s2.

1.5

Att

end

ance

and

pun

ctua

lity

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

2.1.

1 A

ttitu

des

Stu

dent

s ha

ve v

ery

posi

tive

and

resp

onsi

ble

attit

udes

. The

y de

mon

stra

te s

tron

g se

lf-re

lianc

e an

d th

rive

on

criti

cal f

eedb

ack.

Stu

dent

s ha

ve p

ositi

ve

and

resp

onsi

ble

attit

udes

. Th

ey a

re s

elf-

relia

nt. T

hey

seek

and

resp

ond

very

w

ell t

o cr

itica

l fee

dbac

k.

Stu

dent

s ha

ve p

ositi

ve

and

resp

onsi

ble

attit

udes

. Th

ey a

re s

elf-

relia

nt a

nd

resp

ond

wel

l to

criti

cal

feed

back

.

Stu

dent

s de

mon

stra

te

resp

onsi

ble

attit

udes

and

a

deve

lopi

ng s

elf-

relia

nce.

Th

ey a

ppre

ciat

e cr

itica

l fe

edba

ck.

Stu

dent

s ar

e w

illing

, al

thou

gh th

ey m

ay o

ften

be in

secu

re a

nd la

ck

self-

relia

nce.

The

y do

not

re

spon

d w

ell t

o cr

itica

l fe

edba

ck.

Stu

dent

s de

mon

stra

te

nega

tive

attit

udes

. The

y ig

nore

crit

ical

feed

back

an

d of

ten

resp

ond

adve

rsel

y to

it.


37

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

2.1.

2 B

ehav

iour

Stu

dent

s ar

e co

nsis

tent

ly

self-

disc

iplin

ed a

nd

resp

ond

very

wel

l to

othe

rs. T

hey

reso

lve

diffi

culti

es in

mat

ure

way

s.

Bul

lyin

g is

ext

rem

ely

rare

. Th

eir

exem

plar

y be

havi

our

is in

fluen

tial a

cros

s th

e sc

hool

.

Stu

dent

s ar

e fre

quen

tly

self-

disc

iplin

ed a

nd

resp

ond

wel

l to

othe

rs.

They

wor

k to

geth

er

to re

solv

e di

ffere

nces

. B

ully

ing

is v

ery

rare

. S

tude

nts’

ver

y po

sitiv

e be

havi

our

cont

ribut

es to

a

harm

onio

us le

arni

ng

com

mun

ity.

Stu

dent

s us

ually

de

mon

stra

te s

elf-

disc

iplin

e an

d re

spon

d w

ell t

o ot

hers

. Bul

lyin

g is

ra

re. S

tude

nts’

pos

itive

be

havi

our

prev

ails

th

roug

hout

the

scho

ol.

Stu

dent

s re

spec

t and

fo

llow

sch

ool r

ules

in

and

out o

f les

sons

. The

y ar

e co

urte

ous

to o

ther

s.

Stu

dent

s’ b

ehav

iour

ge

nera

lly c

ontr

ibut

es to

a

safe

and

ord

erly

lear

ning

co

mm

unity

, alth

ough

ther

e m

ay b

e a

few

inci

dent

s of

bu

llyin

g.

The

poor

beh

avio

ur o

f a

few

stu

dent

s di

srup

ts

less

ons

and

/or

caus

es

diffi

culti

es a

roun

d th

e sc

hool

. Stu

dent

s’

beha

viou

r re

sults

in

a di

sord

erly

lear

ning

co

mm

unity

and

inci

dent

s of

bul

lyin

g ar

e fre

quen

t.

Stu

dent

s de

mon

stra

te

intim

idat

ing

beha

viou

r. Th

ey a

re s

omet

imes

di

sres

pect

ful t

owar

ds

othe

rs a

nd p

rope

rty.

S

tude

nts’

beh

avio

ur

may

resu

lt in

an

unsa

fe

lear

ning

com

mun

ity a

nd

inci

dent

s of

bul

lyin

g ar

e co

mm

onpl

ace.

2.1.

3 R

elat

ions

hip

sS

tude

nts

are

sens

itive

an

d sh

ow e

mpa

thy

to th

e ne

eds

and

diffe

renc

es o

f ot

hers

. The

y al

way

s he

lp

each

oth

er. A

s a

resu

lt,

rela

tions

hips

am

ongs

t st

uden

ts a

nd w

ith s

taff

are

very

resp

ectfu

l and

co

nsid

erat

e.

Stu

dent

s ar

e se

nsiti

ve to

th

e ne

eds

and

diffe

renc

es

of o

ther

s an

d co

nsis

tent

ly

help

eac

h ot

her.

As

a re

sult,

rela

tions

hips

am

ongs

t stu

dent

s an

d w

ith s

taff

are

resp

ectfu

l an

d co

nsid

erat

e.

Stu

dent

s un

ders

tand

the

need

s an

d di

ffere

nces

of

othe

rs, a

nd re

adily

hel

p ea

ch o

ther

. As

a re

sult,

re

latio

nshi

ps a

mon

gst

stud

ents

and

with

sta

ff ar

e re

spec

tful a

nd c

ordi

al.

Stu

dent

s ar

e aw

are

of th

e ne

eds

and

diffe

renc

es

of o

ther

s. A

s a

resu

lt,

rela

tions

hips

am

ongs

t st

uden

ts a

nd w

ith s

taff

are

cour

teou

s.

Stu

dent

s ar

e no

t su

ffici

ently

aw

are

of th

e ne

eds

and

diffe

renc

es

of o

ther

s. A

s a

resu

lt,

rela

tions

hips

am

ongs

t st

uden

ts a

nd w

ith s

taff

are

not a

lway

s re

spec

tful.

Stu

dent

s ar

e no

t aw

are

of

the

need

s an

d di

ffere

nces

of

oth

ers.

As

a re

sult,

re

latio

nshi

ps a

mon

gst

stud

ents

and

with

sta

ff ar

e of

ten

not r

espe

ctfu

l and

ca

n be

dis

cour

teou

s.

2.1.

4 A

do

ptio

n o

f sa

fe a

nd h

ealth

y lif

esty

les

Stu

dent

s de

mon

stra

te

exce

llent

und

erst

andi

ng

of s

afe

and

heal

thy

livin

g.

They

con

sist

ently

mak

e w

ise

choi

ces

abou

t the

ir ow

n he

alth

and

saf

ety.

Th

ey fr

eque

ntly

initi

ate

and

part

icip

ate

in a

ctiv

ities

that

pr

omot

e sa

fe a

nd h

ealth

y lif

esty

les.

Stu

dent

s de

mon

stra

te

secu

re u

nder

stan

ding

of

safe

and

hea

lthy

livin

g.

They

usu

ally

mak

e w

ise

choi

ces

abou

t the

ir ow

n he

alth

and

saf

ety.

The

y in

itiat

e or

par

ticip

ate

in

activ

ities

that

pro

mot

e sa

fe

and

heal

thy

lifes

tyle

s.

Stu

dent

s de

mon

stra

te

soun

d un

ders

tand

ing

of

safe

and

hea

lthy

livin

g.

They

mak

e ap

prop

riate

ch

oice

s ab

out t

heir

own

heal

th a

nd s

afet

y. T

hey

part

icip

ate

in a

ctiv

ities

that

pr

omot

e sa

fe a

nd h

ealth

y lif

esty

les.

Stu

dent

s de

mon

stra

te

gene

ral u

nder

stan

ding

of

saf

e an

d he

alth

y liv

ing.

The

y m

ay m

ake

inco

nsis

tent

cho

ices

abo

ut

thei

r ow

n he

alth

and

sa

fety

. The

y oc

casi

onal

ly

part

icip

ate

in a

ctiv

ities

that

pr

omot

e sa

fe a

nd h

ealth

y lif

esty

les.

Stu

dent

s de

mon

stra

te

limite

d un

ders

tand

ing

of

safe

and

hea

lthy

livin

g.

They

mak

e in

appr

opria

te

choi

ces

abou

t the

ir ow

n he

alth

and

saf

ety,

an

d ra

rely

par

ticip

ate

in

activ

ities

that

pro

mot

e sa

fe

and

heal

thy

lifes

tyle

s.

Stu

dent

s de

mon

stra

te

poor

und

erst

andi

ng o

f sa

fe a

nd h

ealth

y liv

ing.

Th

ey m

ake

inap

prop

riate

an

d un

safe

cho

ices

ab

out t

heir

own

heal

th

and

safe

ty, a

nd d

o no

t pa

rtic

ipat

e in

act

iviti

es th

at

prom

ote

safe

and

hea

lthy

lifes

tyle

s.

2.1.

5 A

tten

dan

ce a

nd p

unct

ualit

yA

tten

danc

e is

at l

east

98

%. S

tude

nts

are

punc

tual

to s

choo

l and

le

sson

s.

Att

enda

nce

is a

t lea

st

96%

. Stu

dent

s al

mos

t al

way

s ar

rive

at s

choo

l an

d to

less

ons

on ti

me.

Att

enda

nce

is a

t lea

st

94%

. Stu

dent

s us

ually

ar

rive

at s

choo

l and

to

less

ons

on ti

me.

Att

enda

nce

is a

t lea

st

92%

. Stu

dent

s ge

nera

lly

arriv

e at

sch

ool a

nd to

le

sson

s on

tim

e.

Att

enda

nce

is le

ss th

an

92%

. A m

inor

ity o

f st

uden

ts c

onsi

sten

tly

arriv

e la

te a

t sch

ool a

nd/o

r to

less

ons.

Att

enda

nce

is le

ss th

an

90%

. A la

rge

min

ority

of

stu

dent

s co

nsis

tent

ly

arriv

e la

te a

t sch

ool a

nd to

le

sson

s.


38

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

per

sona

l dev

elo

pm

ent

illus

trat

ed

bel

ow

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• S

tude

nts

have

a v

ery

stro

ng s

ense

of p

erso

nal r

espo

nsib

ility

and

show

ind

epen

denc

e of

min

d. T

hey

are

proa

ctiv

e an

d re

silie

nt,

and

are

not

aver

se t

o ta

king

ris

ks.

They

thr

ive

on

givi

ng a

nd re

ceiv

ing

criti

cal f

eedb

ack.

• S

tude

nts’

att

itude

s to

sch

ool a

nd to

oth

ers

resu

lt in

exc

elle

nt

beha

viou

r. S

tude

nts

are

self-

disc

iplin

ed,

resp

ond

very

wel

l to

the

ir pe

ers

and

adul

ts,

and

reso

lve

diffi

culti

es in

mat

ure

way

s. S

tud

ents

enj

oy

exce

llent

rel

atio

nshi

ps

with

sta

ff.

Stu

dent

s re

port

tha

t th

ey f

eel

safe

, va

lued

and

sup

port

ed

and

this

, in

tur

n, l

eads

to

effe

ctiv

e re

latio

nshi

ps a

mon

gst

stud

ents

. The

y sh

ow g

enui

ne c

once

rn fo

r, em

path

y to

war

ds

and

tole

ranc

e of

, oth

ers.

Stu

dent

s ta

ke th

e le

ad in

rela

ting

to

othe

rs, i

nclu

ding

thos

e w

ith s

peci

al e

duca

tiona

l nee

ds, b

oth

soci

ally

and

in th

eir

scho

ol w

ork.

• S

tude

nts

have

a s

tron

g co

mm

itmen

t to

fol

low

ing

a sa

fe

and

heal

thy

lifes

tyle

. Th

ey s

how

res

pons

ibilit

y by

exp

lain

ing

the

reas

ons

for,

and

enco

urag

ing

othe

rs in

, m

akin

g he

alth

y ea

ting

choi

ces

and

taki

ng re

gula

r ex

erci

se.

• Le

vels

of

atte

ndan

ce a

re a

t le

ast

98

%.

Stu

den

ts a

re

punc

tual

in

arriv

ing

at s

choo

l an

d fo

r le

sson

s th

roug

hout

th

e sc

hool

day

. S

tude

nts

are

awar

e of

the

nee

d fo

r go

od

atte

ndan

ce,

reco

gnis

ing

the

link

betw

een

thei

r at

tend

ance

an

d ac

hiev

emen

t.

The

qua

lity

of

per

sona

l dev

elo

pm

ent

illus

trat

ed

bel

ow

wo

uld

be

eval

uate

d a

s g

oo

d.

• S

tude

nts

have

pos

itive

and

res

pons

ible

att

itude

s an

d ne

ed

little

rea

ssur

ance

. Th

ey a

re s

elf-

relia

nt b

ut m

ay n

ot b

e ris

k-ta

kers

. The

y re

spon

d w

ell t

o cr

itica

l fee

dbac

k.

• S

tude

nts’

beh

avio

ur is

pos

itive

, an

d th

ey a

re c

ourt

eous

to

adul

ts a

nd o

ther

stu

dent

s. T

hey

exer

cise

sel

f-co

ntro

l an

d fo

llow

sch

ool

rule

s. C

onse

quen

tly,

the

scho

ol i

s sa

fe a

nd

orde

rly.

• S

tude

nt-s

taff

rela

tions

hips

ar

e fri

endl

y an

d re

spec

tful.

Stu

dent

s ar

e se

nsiti

ve t

o th

e ne

eds

of o

ther

s, i

nclu

ding

th

ose

with

spe

cial

edu

catio

nal n

eeds

, and

ext

end

help

whe

n a

requ

est i

s m

ade.

• S

tude

nts

have

pos

itive

att

itude

s to

war

d he

alth

y ea

ting

and

mai

ntai

ning

act

ive

lifes

tyle

s. T

hey

follo

w t

he s

choo

l’s a

dvic

e by

sel

ectin

g he

alth

y ch

oice

s fo

r sn

ack

and

mea

ls. M

ost

are

activ

e, w

illing

par

ticip

ants

in p

hysi

cal e

duca

tion

clas

ses

and

spor

ts.

• A

tten

dan

ce i

s at

lea

st 9

4%,

and

alm

ost

all

stud

ents

are

pu

nctu

al in

arr

ivin

g at

sch

ool a

nd fo

r les

sons

thro

ugho

ut th

e sc

hool

day

.


39

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

per

sona

l dev

elo

pm

ent

illus

trat

ed

bel

ow

wo

uld

be

eval

uate

d a

s ac

cep

tab

le.

• M

ost

stud

ents

hav

e re

spon

sib

le a

ttitu

des

. Th

ey a

re a

ble

to

mak

e de

cisi

ons

for

them

selv

es a

lthou

gh t

hey

may

ofte

n ne

ed re

assu

ranc

e. T

hey

appr

ecia

te c

ritic

al fe

edba

ck.

• S

tud

ents

’ b

ehav

iour

is r

esp

ectf

ul.

Rul

es a

nd v

alue

s ar

e cl

early

sta

ted,

und

erst

ood

and

follo

wed

. C

onse

quen

tly,

the

scho

ol is

a s

afe

and

orde

rly e

nviro

nmen

t for

all

stud

ents

.

• S

tude

nt-s

taff

rela

tions

hips

are

bas

ed u

pon

mut

ual r

espe

ct.

They

are

pro

duct

ive

and

supp

ortiv

e. T

he s

tude

nts

co-o

pera

te

wel

l w

ith o

ther

s, i

nclu

ding

tho

se w

ith s

peci

al e

duca

tiona

l ne

eds,

and

rep

ort

that

the

y fe

el s

afe,

val

ued

and

supp

orte

d by

sta

ff in

the

scho

ol.

• S

tude

nts

unde

rsta

nd t

he r

easo

ns fo

r m

akin

g he

alth

y ea

ting

choi

ces

and

taki

ng e

xerc

ise.

Alth

ough

a f

ew m

ay m

ake

unw

ise

choi

ces

abou

t fo

od a

nd e

xerc

ise,

in

gene

ral,

they

fo

llow

the

advi

ce a

vaila

ble.

• A

tten

danc

e is

at

leas

t 92

% a

nd a

lmos

t al

l st

uden

ts a

re

punc

tual

to s

choo

l and

less

ons.

The

qua

lity

of

per

sona

l dev

elo

pm

ent

illus

trat

ed

bel

ow

is u

nlik

ely

to b

e ac

cep

tab

le.

• S

tude

nts

show

lit

tle

sens

e of

pe

rson

al

resp

onsi

bilit

y or

in

itiat

ive.

• Th

ere

is b

ully

ing

or in

timid

atio

n an

d le

sson

s ar

e di

srup

ted

by

stud

ents

. S

tude

nts

repo

rt t

hat

they

do

not

alw

ays

feel

saf

e in

soc

ial a

reas

and

aro

und

the

scho

ol.

• H

igh

leve

ls o

f al

iena

tion

and

dise

ncha

ntm

ent

char

acte

rise

the

rela

tions

hips

in t

he s

choo

l. S

tude

nts

show

litt

le r

espe

ct

for t

each

ers

or p

eers

. Stu

dent

s ar

e in

suffi

cien

tly a

war

e of

the

need

s, r

ight

s an

d di

ffere

nces

of o

ther

s, in

clud

ing

thos

e w

ith

spec

ial e

duca

tiona

l nee

ds.

• S

tude

nts

regu

larly

dis

rega

rd th

e ad

vice

they

are

giv

en a

bout

th

eir

wel

l-bei

ng.

• A

tten

danc

e is

less

tha

n 92

%. L

earn

ing

and

teac

hing

tim

e is

co

mpr

omis

ed th

roug

h po

or ti

me-

keep

ing.


40

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

2.2.

1 S

tud

ents

’ ap

pre

ciat

ion

of

the

role

and

val

ues

of

Isla

m in

UA

E s

oci

ety

Stu

dent

s ha

ve a

n ex

celle

nt a

ppre

ciat

ion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

sec

ure

appr

ecia

tion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

cle

ar

appr

ecia

tion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

n ad

equa

te a

ppre

ciat

ion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

lim

ited

appr

ecia

tion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ra

rely

app

reci

ate

or u

nder

stan

d ho

w

Isla

mic

val

ues

influ

ence

co

ntem

pora

ry U

AE

so

ciet

y.

2.2.

2 R

esp

ect

for

the

heri

tag

e an

d c

ultu

re o

f th

e U

AE

Stu

dent

s fu

lly re

spec

t an

d ap

prec

iate

the

herit

age

and

cultu

re th

at

unde

rpin

and

influ

ence

co

ntem

pora

ry li

fe in

the

UA

E. T

hey

initi

ate

and

invo

lve

them

selv

es in

a

rang

e of

cul

tura

l act

iviti

es.

Stu

dent

s ar

e ve

ry

know

ledg

eabl

e an

d re

spec

tful o

f the

he

ritag

e an

d cu

lture

that

un

derp

in a

nd in

fluen

ce

cont

empo

rary

life

in

the

UA

E. T

hey

invo

lve

them

selv

es in

a r

ange

of

cultu

ral a

ctiv

ities

.

Stu

dent

s ar

e kn

owle

dgea

ble

and

appr

ecia

tive

of th

e he

ritag

e an

d cu

lture

that

un

derp

in a

nd in

fluen

ce

cont

empo

rary

life

in th

e U

AE

. The

y pa

rtic

ipat

e in

a

rang

e of

cul

tura

l act

iviti

es.

Stu

dent

s ha

ve a

bas

ic

know

ledg

e of

the

herit

age

and

cultu

re th

at

unde

rpin

and

influ

ence

co

ntem

pora

ry li

fe in

the

UA

E. T

hey

part

icip

ate

in a

fe

w c

ultu

ral a

ctiv

ities

.

Stu

dent

s ha

ve o

nly

a su

perfi

cial

kno

wle

dge

of th

e he

ritag

e an

d cu

lture

that

und

erpi

n an

d in

fluen

ce c

onte

mpo

rary

life

in

the

UA

E.

Stu

dent

s ra

rely

de

mon

stra

te k

now

ledg

e of

the

herit

age

and

cultu

re th

at u

nder

pin

and

influ

ence

con

tem

pora

ry li

fe

in th

e U

AE

.

2.2.

3 U

nder

stan

din

g a

nd a

pp

reci

atio

n o

f th

eir

ow

n an

d o

ther

wo

rld

cul

ture

sS

tude

nts

dem

onst

rate

an

exce

llent

und

erst

andi

ng,

awar

enes

s an

d ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

Stu

dent

s de

mon

stra

te

a de

ep u

nder

stan

ding

, aw

aren

ess

and

appr

ecia

tion

of th

eir

own

and

othe

r w

orld

cul

ture

s.

Stu

dent

s de

mon

stra

te

a cl

ear

unde

rsta

ndin

g,

awar

enes

s an

d ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

Stu

dent

s de

mon

stra

te a

ba

sic

unde

rsta

ndin

g an

d ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

Stu

dent

s ha

ve li

mite

d un

ders

tand

ing

and

appr

ecia

tion

of th

eir

own

and

othe

r w

orld

cul

ture

s.

Stu

dent

s ra

rely

hav

e an

und

erst

andi

ng o

r ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

2.2

Und

erst

and

ing

of

Isla

mic

val

ues

and

aw

aren

ess

of

Em

irat

i and

wo

rld

cul

ture

s

Ele

men

ts

2.2.

1 S

tud

ents

’ ap

pre

ciat

ion

of

the

role

and

val

ues

of

Isla

m in

UA

E s

oci

ety

2.2.

2 R

esp

ect

for

the

heri

tag

e an

d c

ultu

re o

f th

e U

AE

2.2.

3 U

nder

stan

din

g a

nd a

pp

reci

atio

n o

f th

eir

ow

n an

d o

ther

wo

rld

cul

ture

s

Bri

ef d

escr

ipto

rs


41

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

2.2.

1 S

tud

ents

’ ap

pre

ciat

ion

of

the

role

and

val

ues

of

Isla

m in

UA

E s

oci

ety

Stu

dent

s ha

ve a

n ex

celle

nt a

ppre

ciat

ion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

sec

ure

appr

ecia

tion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

cle

ar

appr

ecia

tion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

n ad

equa

te a

ppre

ciat

ion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ha

ve a

lim

ited

appr

ecia

tion

and

unde

rsta

ndin

g of

how

Is

lam

ic v

alue

s in

fluen

ce

cont

empo

rary

UA

E

soci

ety.

Stu

dent

s ra

rely

app

reci

ate

or u

nder

stan

d ho

w

Isla

mic

val

ues

influ

ence

co

ntem

pora

ry U

AE

so

ciet

y.

2.2.

2 R

esp

ect

for

the

heri

tag

e an

d c

ultu

re o

f th

e U

AE

Stu

dent

s fu

lly re

spec

t an

d ap

prec

iate

the

herit

age

and

cultu

re th

at

unde

rpin

and

influ

ence

co

ntem

pora

ry li

fe in

the

UA

E. T

hey

initi

ate

and

invo

lve

them

selv

es in

a

rang

e of

cul

tura

l act

iviti

es.

Stu

dent

s ar

e ve

ry

know

ledg

eabl

e an

d re

spec

tful o

f the

he

ritag

e an

d cu

lture

that

un

derp

in a

nd in

fluen

ce

cont

empo

rary

life

in

the

UA

E. T

hey

invo

lve

them

selv

es in

a r

ange

of

cultu

ral a

ctiv

ities

.

Stu

dent

s ar

e kn

owle

dgea

ble

and

appr

ecia

tive

of th

e he

ritag

e an

d cu

lture

that

un

derp

in a

nd in

fluen

ce

cont

empo

rary

life

in th

e U

AE

. The

y pa

rtic

ipat

e in

a

rang

e of

cul

tura

l act

iviti

es.

Stu

dent

s ha

ve a

bas

ic

know

ledg

e of

the

herit

age

and

cultu

re th

at

unde

rpin

and

influ

ence

co

ntem

pora

ry li

fe in

the

UA

E. T

hey

part

icip

ate

in a

fe

w c

ultu

ral a

ctiv

ities

.

Stu

dent

s ha

ve o

nly

a su

perfi

cial

kno

wle

dge

of th

e he

ritag

e an

d cu

lture

that

und

erpi

n an

d in

fluen

ce c

onte

mpo

rary

life

in

the

UA

E.

Stu

dent

s ra

rely

de

mon

stra

te k

now

ledg

e of

the

herit

age

and

cultu

re th

at u

nder

pin

and

influ

ence

con

tem

pora

ry li

fe

in th

e U

AE

.

2.2.

3 U

nder

stan

din

g a

nd a

pp

reci

atio

n o

f th

eir

ow

n an

d o

ther

wo

rld

cul

ture

sS

tude

nts

dem

onst

rate

an

exce

llent

und

erst

andi

ng,

awar

enes

s an

d ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

Stu

dent

s de

mon

stra

te

a de

ep u

nder

stan

ding

, aw

aren

ess

and

appr

ecia

tion

of th

eir

own

and

othe

r w

orld

cul

ture

s.

Stu

dent

s de

mon

stra

te

a cl

ear

unde

rsta

ndin

g,

awar

enes

s an

d ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

Stu

dent

s de

mon

stra

te a

ba

sic

unde

rsta

ndin

g an

d ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

Stu

dent

s ha

ve li

mite

d un

ders

tand

ing

and

appr

ecia

tion

of th

eir

own

and

othe

r w

orld

cul

ture

s.

Stu

dent

s ra

rely

hav

e an

und

erst

andi

ng o

r ap

prec

iatio

n of

thei

r ow

n an

d ot

her

wor

ld c

ultu

res.

Und

erst

and

ing

of

Isla

mic

val

ues

and

aw

aren

ess

of

Em

irat

i and

wo

rld

cul

ture

s ill

ustr

ated

bel

ow

w

oul

d b

e ev

alua

ted

as

go

od

.

• S

tude

nts

dem

onst

rate

a

clea

r un

ders

tand

ing

of

Isla

mic

va

lues

and

how

the

y in

fluen

ce c

onte

mpo

rary

soc

iety

in t

he

UA

E.

They

can

pro

vide

a v

arie

ty o

f ex

ampl

es o

f ho

w t

hese

va

lues

influ

ence

peo

ple’

s liv

es.

• E

mira

ti he

ritag

e an

d cu

lture

is

appr

ecia

ted

by s

tude

nts.

Th

ey c

an d

iscu

ss t

he h

isto

ry,

liter

atur

e, a

rts,

cel

ebra

tions

an

d sp

orts

of t

he U

AE

.

• S

tude

nts

have

a c

lear

und

erst

andi

ng a

nd a

ppre

ciat

ion

of

thei

r ow

n cu

lture

and

can

des

crib

e th

e as

pect

s in

whi

ch

thei

r cul

ture

is s

imila

r to,

and

diff

eren

t fro

m, a

var

iety

of o

ther

cu

lture

s. T

hey

dem

onst

rate

inte

rest

in le

arni

ng m

ore

abou

t ot

her

cultu

res.

The

y em

brac

e op

port

uniti

es t

o in

tera

ct w

ith

stud

ents

fro

m o

ther

cul

ture

s in

the

ir sc

hool

and

the

ir lo

cal

com

mun

ity.

Und

erst

and

ing

of

Isla

mic

val

ues

and

aw

aren

ess

of

Em

irat

i and

wo

rld

cul

ture

s ill

ustr

ated

bel

ow

w

oul

d b

e ev

alua

ted

as

out

stan

din

g.

• S

tude

nts’

und

erst

andi

ng a

nd a

ppre

ciat

ion

of Is

lam

ic v

alue

s ar

e ex

celle

nt. S

tude

nts

appr

ecia

te th

e re

leva

nce

and

impa

ct

of t

hese

val

ues

on e

very

day

life

in t

he U

AE

and

refl

ect

upon

ke

y m

essa

ges

in re

latio

n to

thei

r ow

n liv

es a

nd e

xper

ienc

es.

Whe

re a

ppro

pria

te, s

tude

nts

cons

cien

tious

ly p

ut in

to p

ract

ice

wha

t the

y le

arn

from

thei

r aw

aren

ess

of Is

lam

ic v

alue

s.

• E

mira

ti he

ritag

e an

d cu

lture

are

ver

y w

ell

know

n to

, an

d un

ders

tood

by,

stu

dent

s w

ho r

ecog

nise

the

ir im

port

ance

, re

leva

nce

and

valu

e to

peo

ple

in th

e U

AE

. Stu

dent

s ca

n ta

lk

in d

etai

l abo

ut th

e cu

ltura

l act

iviti

es in

whi

ch th

ey h

ave

take

n pa

rt.

• S

tude

nts

fully

app

reci

ate

and

cele

brat

e th

eir

own

cultu

re.

They

sho

w e

xper

ienc

e an

d kn

owle

dge

of c

ultu

ral

dive

rsity

an

d br

eadt

h, in

clud

ing

mus

ic, a

rt a

nd li

tera

ture

from

aro

und

the

wor

ld. T

hey

are

very

aw

are

of c

omm

on e

lem

ents

bet

wee

n cu

lture

s.


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Und

erst

and

ing

of

Isla

mic

val

ues

and

aw

aren

ess

of

Em

irat

i and

wo

rld

cul

ture

s ill

ustr

ated

bel

ow

w

oul

d b

e ev

alua

ted

as

acce

pta

ble

.

• S

tude

nts

dem

onst

rate

a b

asic

lev

el o

f un

ders

tand

ing

of

Isla

mic

val

ues.

The

y ha

ve a

sec

ure

unde

rsta

ndin

g of

the

re

leva

nce

and

impa

ct o

f the

se v

alue

s on

eve

ryda

y lif

e in

the

U

AE

but

nee

d su

ppor

t to

app

ly k

ey m

essa

ges

to t

heir

own

lives

and

exp

erie

nces

.

• E

mira

ti he

ritag

e an

d cu

lture

are

kno

wn

to,

and

unde

rsto

od

by,

stud

ents

who

rec

ogni

se t

heir

valu

e to

the

peo

ple

of t

he

UA

E.

• S

tude

nts

know

abo

ut th

eir o

wn

cultu

re a

nd c

eleb

rate

it fr

om

time

to ti

me.

How

ever

, the

ir un

ders

tand

ing

may

be

in is

olat

ion

from

oth

er c

ultu

res.

The

y ar

e aw

are

of c

ultu

ral d

iver

sity

from

ar

ound

the

wor

ld b

ut m

ay h

ave

a lim

ited

know

ledg

e of

it.

They

are

aw

are

of c

omm

on e

lem

ents

bet

wee

n cu

lture

s.

Und

erst

and

ing

of

Isla

mic

val

ues

and

aw

aren

ess

of

Em

irat

i and

wo

rld

cul

ture

s ill

ustr

ated

bel

ow

is

unlik

ely

to b

e ac

cep

tab

le.

• S

tude

nts

have

no,

or

only

a s

uper

ficia

l, kn

owle

dge

and

unde

rsta

ndin

g of

Isla

mic

val

ues.

• S

tude

nts

have

litt

le k

now

ledg

e an

d un

ders

tand

ing

of t

he

trad

ition

s of

the

UA

E,

and

of t

he m

ulti-

cultu

ral

natu

re o

f m

oder

n U

AE

.

• S

tude

nts

have

a li

mite

d un

ders

tand

ing

of t

heir

own

cultu

re

and

very

litt

le a

war

enes

s of

oth

er c

ultu

ral

influ

ence

s fro

m

arou

nd th

e w

orld

.


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d Ar

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Sc

hool

Insp

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n Fr

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2015

-201

6

2.3

So

cial

res

po

nsib

ility

and

inno

vatio

n sk

ills

Ele

men

ts

2.3.

1 C

om

mun

ity in

volv

emen

t, v

olu

ntee

ring

and

so

cial

co

ntri

but

ion

2.3.

2 W

ork

eth

ic, i

nno

vatio

n, e

nter

pri

se a

nd e

ntre

pre

neur

ship

2.3.

3 E

nviro

nmen

tal a

war

enes

s an

d a

ctio

n

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

2.3.

1 C

om

mun

ity in

volv

emen

t, v

olu

ntee

ring

and

so

cial

co

ntri

but

ion

Stu

dent

s ar

e pr

oact

ive

and

resp

onsi

ble

mem

bers

of t

he s

choo

l an

d w

ider

com

mun

ities

. A

s vo

lunt

eers

, stu

dent

s pu

rpos

eful

ly a

nd

frequ

ently

initi

ate

and

lead

act

iviti

es. T

heir

soci

al c

ontr

ibut

ions

ha

ve p

ositi

ve e

ffect

s on

th

e w

ider

com

mun

ity.

Stu

dent

s pa

rtic

ipat

e w

illing

ly in

act

iviti

es th

at

have

pos

itive

effe

cts

on th

e sc

hool

and

w

ider

com

mun

ities

. A

s vo

lunt

eers

they

so

met

imes

initi

ate

and

lead

act

iviti

es to

m

ake

wor

thw

hile

soc

ial

cont

ribut

ions

.

Stu

dent

s un

ders

tand

th

eir

resp

onsi

bilit

ies

as

mem

bers

of a

sch

ool

com

mun

ity a

nd s

ome

take

on

key

role

s. T

heir

regu

lar

and

cons

truc

tive

activ

ities

as

volu

ntee

rs

bene

fit th

e sc

hool

and

w

ider

com

mun

ities

.

Stu

dent

s ar

e aw

are

of

thei

r re

spon

sibi

litie

s in

th

e sc

hool

com

mun

ity.

Thei

r in

volv

emen

t as

volu

ntee

rs w

ithin

the

loca

l com

mun

ity is

be

nefic

ial b

ut ir

regu

lar.

Stu

dent

s ha

ve li

mite

d aw

aren

ess

of th

eir

resp

onsi

bilit

ies

in th

e sc

hool

. The

y ha

ve

little

invo

lvem

ent i

n th

e lo

cal c

omm

unity

as

volu

ntee

rs.

Stu

dent

s ra

rely

sh

ow a

war

enes

s of

th

eir

resp

onsi

bilit

ies

in th

e sc

hool

. Ver

y fe

w p

artic

ipat

e as

vo

lunt

eers

.


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2.3.

2 W

ork

eth

ic, i

nno

vatio

n, e

nter

pri

se a

nd e

ntre

pre

neur

ship

Stu

dent

s sh

ow

an e

xcel

lent

wor

k et

hic.

The

y ar

e hi

ghly

reso

urce

ful,

inno

vativ

e an

d cr

eativ

e.

They

read

ily ta

ke

initi

ativ

es, m

anag

e th

eir

own

proj

ects

an

d m

ake

reas

oned

de

cisi

ons.

Som

e st

uden

ts u

nder

take

en

trep

rene

uria

l act

ions

th

at h

ave

sign

ifica

nt

soci

al b

enefi

ts.

Stu

dent

s sh

ow a

ver

y po

sitiv

e w

ork

ethi

c.

They

are

inno

vativ

e an

d cr

eativ

e, a

nd

succ

essf

ully

initi

ate

and

man

age

proj

ects

.

Stu

dent

s sh

ow a

po

sitiv

e w

ork

ethi

c.

They

som

etim

es

take

the

initi

ativ

e an

d m

ake

inde

pend

ent

deci

sion

s. T

hey

have

cr

eativ

e id

eas

and

enjo

y de

velo

ping

thei

r ow

n pr

ojec

ts.

Stu

dent

s en

joy

wor

k bu

t may

lack

initi

ativ

e.

They

can

be

crea

tive

and

enjo

y ta

king

par

t in

proj

ects

but

ofte

n re

ly

on o

ther

s w

hen

mak

ing

deci

sion

s an

d ra

rely

ta

ke th

e le

ad.

Stu

dent

s la

ck a

pos

itive

w

ork

ethi

c. T

hey

rely

to

o m

uch

on a

dults

to

help

them

. The

y ar

e no

t co

nfide

nt in

sug

gest

ing

idea

s an

d m

akin

g de

cisi

ons.

Stu

dent

s’ c

reat

ivity

and

in

itiat

ive

are

limite

d.

Stu

dent

s la

ck a

pos

itive

w

ork

ethi

c, c

reat

ivity

an

d in

itiat

ive.

2.3.

3 E

nviro

nmen

tal a

war

enes

s an

d a

ctio

n

Stu

dent

s ca

re fo

r th

eir

scho

ol a

nd a

re

succ

essf

ul in

impr

ovin

g its

env

ironm

ent.

Som

e in

itiat

e an

d m

any

othe

rs ta

ke

part

in s

chem

es th

at

cont

ribut

e ef

fect

ivel

y to

sus

tain

abilit

y an

d co

nser

vatio

n in

the

loca

l and

wid

er w

orld

en

viro

nmen

t.

Stu

dent

s ca

re fo

r th

eir

scho

ol a

nd s

eek

way

s to

impr

ove

its

envi

ronm

ent.

They

are

ac

tive

in s

uppo

rtin

g sc

hem

es th

at c

ontr

ibut

e to

sus

tain

abilit

y an

d co

nser

vatio

n lo

cally

an

d in

the

wid

er w

orld

en

viro

nmen

t.

Stu

dent

s ca

re fo

r th

eir

scho

ol a

nd ta

ke p

art

in a

ctiv

ities

to im

prov

e its

env

ironm

ent.

They

par

ticip

ate

in

sche

mes

that

pro

mot

e su

stai

nabi

lity

and

cons

erva

tion

loca

lly a

nd

in th

e w

ider

wor

ld.

Stu

dent

s ta

ke c

are

of th

eir

imm

edia

te

surr

ound

ings

and

are

aw

are

of im

port

ant

envi

ronm

enta

l iss

ues.

S

tude

nts

part

icip

ate

in a

lim

ited

rang

e of

ac

tiviti

es th

at s

uppo

rt

sust

aina

bilit

y an

d co

nser

vatio

n in

thei

r lo

cal a

nd w

ider

wor

ld

envi

ronm

ent.

Stu

dent

s sh

ow li

ttle

co

ncer

n fo

r th

eir

surr

ound

ings

and

hav

e a

limite

d aw

aren

ess

of

impo

rtan

t env

ironm

enta

l is

sues

in re

latio

n to

su

stai

nabi

lity

and

cons

erva

tion.

The

y do

not

take

suf

ficie

nt

actio

n to

impr

ove

thei

r su

rrou

ndin

gs.

Stu

dent

s de

mon

stra

te

a di

sreg

ard

for

thei

r su

rrou

ndin

gs. T

hey

have

ver

y lim

ited

awar

enes

s of

impo

rtan

t en

viro

nmen

tal i

ssue

s su

ch a

s su

stai

nabi

lity

and

cons

erva

tion.


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6

The

qua

lity

of

soci

al r

esp

ons

ibili

ty a

nd in

nova

tion

skill

s ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• S

tude

nts

are

resp

onsi

ble

and

cont

ribut

e ac

tivel

y to

the

life

of

the

sch

ool

and

wid

er c

omm

uniti

es,

incl

udin

g vo

lunt

eer

activ

ities

. Th

ey u

nder

take

res

pons

ibilit

ies

in s

choo

l thr

ough

w

ell-

jud

ged

and

pla

nned

arr

ange

men

ts.

Stu

den

ts s

how

ca

re a

nd c

onsi

dera

tion

for

othe

rs a

nd d

emon

stra

te a

ctiv

e ci

tizen

ship

. Th

ey h

ave

a ve

ry p

ositi

ve e

ffect

on

the

scho

ol

and

wid

er c

omm

unity

. Th

eir

opin

ions

are

val

ued

by t

he

scho

ol a

nd o

ften

influ

ence

its

deve

lopm

ent.

• S

tude

nts

have

an

exce

llent

wor

k et

hic.

Som

e le

ad o

ther

s co

nfid

ently

and

hav

e cr

eativ

e an

d v

ery

pra

ctic

al i

dea

s.

Thro

ugh

wel

l-pla

nned

pro

ject

s an

d en

terp

rise

activ

ities

tha

t ha

ve s

igni

fican

t so

cial

impa

ct, s

tude

nts

acqu

ire k

ey s

kills

to

inno

vate

and

be

crea

tive.

The

y m

ake

info

rmed

eco

nom

ic

deci

sion

s.

• S

tude

nts

show

an

insi

ghtfu

l und

erst

andi

ng o

f env

ironm

enta

l su

stai

nabi

lity.

The

y ac

tivel

y se

ek w

ays

to c

are

for

and

to

impr

ove

thei

r sch

ool e

nviro

nmen

t and

are

suc

cess

ful i

n th

eir

proj

ects

. Th

ey i

nitia

te o

r ta

ke p

art

in s

chem

es t

o su

ppor

t co

nser

vatio

n be

yond

sch

ool a

nd u

nder

stan

d th

at e

cono

mic

de

cisi

ons

affe

ct th

e su

stai

nabi

lity

of th

e en

viro

nmen

t.

The

qua

lity

of

soci

al r

esp

ons

ibili

ty a

nd in

nova

tion

skill

s ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s g

oo

d.

• S

tude

nts

unde

rsta

nd t

heir

resp

onsi

bilit

ies

to t

he l

ife o

f th

e sc

hool

. S

ome

stud

ents

are

pro

activ

ely

invo

lved

. S

tude

nts

have

a

wel

l-dev

elop

ed

sens

e of

ci

vic

resp

onsi

bilit

y an

d co

ntrib

ute

to t

he w

ider

com

mun

ity i

n a

varie

ty o

f w

ays,

in

clud

ing

volu

ntee

r ac

tiviti

es.

Stu

dent

s kn

ow

that

th

eir

opin

ions

are

app

reci

ated

by

staf

f an

d so

are

hap

py t

o of

fer

cons

truc

tive

idea

s to

influ

ence

the

dire

ctio

n of

the

sch

ool.

Mos

t st

uden

ts s

how

con

side

ratio

n an

d em

path

y to

oth

er

stud

ents

, inc

ludi

ng th

ose

with

spe

cial

edu

catio

nal n

eeds

.

• S

tude

nts

have

a p

ositi

ve a

ttitu

de t

o w

ork

and

take

ple

asur

e fr

om p

urp

osef

ul a

ctiv

ity.

They

dem

onst

rate

res

ilien

ce i

n co

mp

letin

g ta

sks.

The

y ar

e ge

nera

lly r

elia

ble

and

act

ive

part

icip

ants

, and

som

etim

es le

ad b

y ex

ampl

e. T

hey

gene

rate

go

od id

eas

but n

eed

help

to c

arry

them

thro

ugh.

The

y m

ake

sens

ible

and

rele

vant

eco

nom

ic d

ecis

ions

.

• S

tude

nts

are

wel

l aw

are

of e

nviro

nmen

tal i

ssue

s, in

clud

ing

sust

aina

bilit

y. T

hey

part

icip

ate

in p

roje

cts

to i

mpr

ove

thei

r sc

hool

env

ironm

ent

and

som

etim

es in

itiat

e th

em. T

hey

also

ta

ke p

art i

n pr

ojec

ts b

eyon

d sc

hool

that

pro

mot

e ec

olog

ical

aw

aren

ess

and

cons

erva

tion.


47

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

soci

al r

esp

ons

ibili

ty a

nd in

nova

tion

skill

s ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s ac

cep

tab

le.

• S

tude

nts

cont

ribut

e to

the

life

of

the

scho

ol a

nd w

ider

co

mm

uniti

es

thro

ugh

plan

ned

resp

onsi

bilit

ies

and

som

e vo

lunt

eer

activ

ities

and

soc

ial c

ontr

ibut

ion.

The

ir op

inio

ns

have

som

e b

earin

g on

the

sch

ool’s

dev

elop

men

t. T

hey

unde

rsta

nd t

heir

role

s as

citi

zens

and

res

pond

willi

ngly

to

wha

teve

r op

por

tuni

ties

are

pro

vid

ed i

n sc

hool

. S

tud

ents

sh

ow r

esp

ect

and

con

sid

erat

ion

for

the

need

s of

oth

ers

incl

udin

g th

ose

with

spe

cial

edu

catio

nal n

eeds

.

• S

tude

nts

enjo

y th

eir

wor

k an

d ar

e ha

ppy

to b

e in

volv

ed in

ac

tiviti

es b

ut ra

rely

initi

ate

them

. The

y m

ake

valid

and

hel

pful

co

ntrib

utio

ns t

o pr

ojec

ts o

r ot

her

activ

ities

but

may

ofte

n be

pas

sive

par

ticip

ants

. Th

eir

econ

omic

dec

isio

n-m

akin

g is

re

ason

able

but

und

erde

velo

ped.

• S

tud

ents

und

erst

and

the

im

po

rtan

ce o

f en

viro

nmen

tal

sust

aina

bilit

y. T

hey

take

car

e of

the

ir sc

hool

env

ironm

ent.

A

few

may

take

par

t in

sche

mes

to s

uppo

rt c

onse

rvat

ion.

The

qua

lity

of

soci

al r

esp

ons

ibili

ty a

nd

inno

vatio

n sk

ills

illus

trat

ed b

elo

w is

unl

ikel

y to

be

acce

pta

ble

.

• S

tude

nts

do n

ot a

ssum

e po

sitio

ns o

f re

spon

sibi

lity

in t

he

scho

ol o

r do

not r

espe

ct a

nd v

alue

eac

h ot

her e

noug

h. T

heir

opin

ions

hav

e lit

tle in

fluen

ce o

n th

e sc

hool

’s d

evel

opm

ent.

• S

tud

ents

ar

e re

luct

ant

to

par

ticip

ate

and

la

ck

the

com

mitm

ent

to p

lay

a fu

ll p

art

in a

ctiv

ities

, in

clud

ing

volu

ntee

ring.

The

y ar

e us

ually

too

pas

sive

and

ofte

n ex

pect

to

o m

uch

to b

e d

one

for

them

. Th

ey h

ave

little

eco

nom

ic

awar

enes

s.

• S

tud

ents

do

not

take

muc

h in

tere

st i

n lo

okin

g af

ter

the

scho

ol.

They

dro

p lit

ter

casu

ally

or

defa

ce s

choo

l pro

pert

y.

They

hav

e lit

tle k

now

ledg

e ab

out o

r int

eres

t in

the

impo

rtan

ce

of e

nerg

y co

nser

vatio

n an

d w

orld

env

ironm

enta

l con

cern

s.


48

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d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

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2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

3.

Te

achin

g a

nd

asse

ssm

ent

3.1

Teac

hing

fo

r ef

fect

ive

lear

ning

Ele

men

ts

3.1.

1 Te

ache

rs’ k

now

led

ge

of

thei

r su

bje

cts

and

ho

w s

tud

ents

lear

n th

em3.

1.2

Less

on

pla

nnin

g, t

he le

arni

ng e

nviro

nmen

t an

d t

he u

se o

f tim

e an

d r

eso

urce

s3.

1.3

Teac

her–

stud

ent

inte

ract

ions

incl

udin

g t

he u

se o

f q

uest

ioni

ng a

nd d

ialo

gue

3.1.

4 Te

achi

ng s

trat

egie

s to

mee

t th

e ne

eds

of

ind

ivid

uals

and

gro

ups

of

stud

ents

3.1.

5 Te

achi

ng t

o d

evel

op

cri

tical

thi

nkin

g, p

rob

lem

-so

lvin

g, i

nno

vatio

n an

d in

dep

end

ent

lear

ning

ski

lls

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

3.1.

1 Te

ache

rs’ k

now

led

ge

of

thei

r su

bje

cts

and

ho

w s

tud

ents

lear

n th

em

Mos

t tea

cher

s ex

pert

ly

appl

y th

eir

know

ledg

e of

thei

r su

bjec

ts a

nd

how

stu

dent

s le

arn

them

.

Mos

t tea

cher

s ef

fect

ivel

y ap

ply

thei

r kn

owle

dge

of th

eir

subj

ects

and

how

st

uden

ts le

arn

them

.

Mos

t tea

cher

s co

nsis

tent

ly a

pply

th

eir

know

ledg

e of

th

eir

subj

ects

and

how

st

uden

ts le

arn

them

.

Mos

t tea

cher

s de

mon

stra

te s

ecur

e kn

owle

dge

of th

eir

subj

ects

and

how

st

uden

ts le

arn

them

.

A m

inor

ity o

f tea

cher

s ar

e in

secu

re in

thei

r kn

owle

dge

of th

eir

subj

ects

and

/ o

r ho

w

stud

ents

lear

n th

em.

A la

rge

min

ority

of

teac

hers

hav

e in

adeq

uate

kno

wle

dge

of th

eir

subj

ects

and

/or

how

stu

dent

s le

arn

them

.

3.1.

2 Le

sso

n p

lann

ing

, the

lear

ning

env

ironm

ent

and

the

use

of

time

and

res

our

ces

Teac

hers

pla

n im

agin

ativ

e le

sson

s,

prov

ide

insp

iring

le

arni

ng e

nviro

nmen

ts

and

use

time

and

reso

urce

s cr

eativ

ely

to e

nabl

e al

l gro

ups

of

stud

ents

to le

arn

very

su

cces

sful

ly.

Teac

hers

pla

n en

gagi

ng

less

ons,

pro

vide

m

otiv

atin

g le

arni

ng

envi

ronm

ents

and

use

tim

e an

d re

sour

ces

skilf

ully

to e

nabl

e al

l gr

oups

of s

tude

nts

to b

e ve

ry s

ucce

ssfu

l le

arne

rs.

Teac

hers

pla

n pu

rpos

eful

less

ons,

pr

ovid

e in

tere

stin

g le

arni

ng e

nviro

nmen

ts

and

use

time

and

reso

urce

s ef

fect

ivel

y to

en

able

stu

dent

s to

be

succ

essf

ul le

arne

rs.

Teac

hers

pla

n le

sson

s,

man

age

time

and

use

reso

urce

s ap

prop

riate

ly

to p

rovi

de e

nviro

nmen

ts

whe

re s

tude

nts

can

mee

t lea

rnin

g ex

pect

atio

ns.

Teac

hers

’ pla

nnin

g,

time

man

agem

ent a

nd

use

of re

sour

ces

are

varia

ble.

Tea

cher

s do

no

t con

sist

ently

pro

vide

en

viro

nmen

ts th

at

enco

urag

e le

arni

ng.

Teac

hers

’ pla

nnin

g,

time

man

agem

ent

and

use

of re

sour

ces

are

inef

fect

ive

and

the

lear

ning

env

ironm

ents

ar

e bl

eak

and

unin

spiri

ng.


49

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

3.1.

3 T

each

er–s

tud

ent

inte

ract

ions

incl

udin

g t

he u

se o

f q

uest

ioni

ng a

nd d

ialo

gue

Teac

hers

’ int

erac

tions

w

ith s

tude

nts

ensu

re

that

they

are

alw

ays

activ

e an

d fo

cuse

d le

arne

rs. Q

uest

ioni

ng

chal

leng

es s

tude

nts’

th

inki

ng a

nd p

rom

otes

in

sigh

tful r

espo

nses

. D

ialo

gue

enga

ges

stud

ents

in in

sigh

tful

disc

ussi

ons

and

refle

ctio

n.

Teac

hers

’ int

erac

tions

w

ith s

tude

nts

ensu

re

that

they

are

kee

n to

le

arn.

Que

stio

ning

pr

omot

es h

ighe

r le

vel

thin

king

and

crit

ical

re

spon

ses.

Dia

logu

e en

gage

s st

uden

ts in

th

ough

tful d

iscu

ssio

ns

and

refle

ctio

n.

Teac

hers

’ int

erac

tions

w

ith s

tude

nts

ensu

re

that

they

are

eng

aged

le

arne

rs. Q

uest

ioni

ng

prom

otes

thou

ght a

nd

cons

ider

ed re

spon

ses.

D

ialo

gue

enga

ges

stud

ents

in m

eani

ngfu

l di

scus

sion

s an

d re

flect

ion.

Teac

hers

’ int

erac

tions

w

ith s

tude

nts

ensu

re

that

they

are

willi

ng

lear

ners

. Que

stio

ning

an

d di

alog

ue e

ngag

es

stud

ents

in m

eani

ngfu

l di

scus

sion

s.

Teac

hers

’ int

erac

tions

w

ith s

tude

nts

resu

lt in

dis

inte

rest

. Q

uest

ioni

ng is

not

su

ffici

ently

cha

lleng

ing

and

dial

ogue

doe

s no

t eng

age

stud

ents

ef

fect

ivel

y.

Teac

hers

’ int

erac

tions

w

ith s

tude

nts

resu

lt in

dem

otiv

atio

n an

d di

seng

agem

ent.

Que

stio

ning

and

di

alog

ue a

re in

effe

ctiv

e.

3.1.

4 T

each

ing

str

ateg

ies

to m

eet

the

need

s o

f in

div

idua

ls a

nd g

roup

s o

f st

uden

ts

Teac

hers

use

str

ateg

ies

that

ver

y su

cces

sful

ly

mee

t the

indi

vidu

al

need

s of

stu

dent

s.

Teac

hers

hav

e hi

gh

expe

ctat

ions

of a

ll gr

oups

of s

tude

nts.

Th

ey p

rovi

de v

ery

chal

leng

ing

wor

k an

d ex

celle

nt s

uppo

rt.

Teac

hers

use

str

ateg

ies

that

are

hig

hly

effe

ctiv

e in

mee

ting

the

indi

vidu

al

need

s of

the

stud

ents

. Th

ey c

onsi

sten

tly

prov

ide

spec

ific

leve

ls o

f ch

alle

nge

and

supp

ort.

Teac

hers

use

st

rate

gies

that

are

ef

fect

ive

in m

eetin

g th

e in

divi

dual

nee

ds o

f the

st

uden

ts. T

hey

prov

ide

appr

opria

te le

vels

of

chal

leng

e an

d su

ppor

t.

Teac

hers

use

str

ateg

ies

that

ade

quat

ely

mee

t th

e ne

eds

of g

roup

s of

st

uden

ts. T

hey

prov

ide

chal

leng

e an

d su

ppor

t ge

nera

lly b

ut th

is is

no

t alw

ays

suffi

cien

tly

pers

onal

ised

.

Teac

hers

do

not u

se

stra

tegi

es th

at m

eet

the

need

s of

gro

ups

of

stud

ents

. The

y do

not

pr

ovid

e ap

prop

riate

ch

alle

nge

and

supp

ort.

Teac

hers

hav

e lo

w

expe

ctat

ions

. The

y la

ck

the

know

ledg

e an

d un

ders

tand

ing

of h

ow

to m

eet t

he n

eeds

of

stud

ents

. The

y do

not

pr

ovid

e an

y ch

alle

nge

or s

uppo

rt.

3.1.

5 T

each

ing

to

dev

elo

p c

ritic

al t

hink

ing

, pro

ble

m-s

olv

ing

, inn

ova

tion

and

ind

epen

den

t le

arni

ng s

kills

Teac

hers

ski

lfully

de

velo

p st

uden

ts’

criti

cal t

hink

ing,

pr

oble

m-s

olvi

ng,

inno

vatio

n an

d in

depe

nden

t lea

rnin

g sk

ills.

Teac

hers

pur

pose

fully

de

velo

p st

uden

ts’

criti

cal t

hink

ing,

pr

oble

m-s

olvi

ng,

inno

vatio

n an

d in

depe

nden

t lea

rnin

g sk

ills.

Teac

hers

sys

tem

atic

ally

de

velo

p st

uden

ts’

criti

cal t

hink

ing,

pr

oble

m-s

olvi

ng,

inno

vatio

n an

d in

depe

nden

t lea

rnin

g sk

ills.

Teac

hers

som

etim

es

deve

lop

stud

ents

’ cr

itica

l thi

nkin

g,

prob

lem

-sol

ving

, in

nova

tion

and

inde

pend

ent l

earn

ing

skills

.

Teac

hers

rar

ely

deve

lop

stud

ents

’ crit

ical

th

inki

ng, p

robl

em-

solv

ing,

inno

vatio

n an

d in

depe

nden

t lea

rnin

g sk

ills.

Teac

hers

do

not

deve

lop

stud

ents

’ cr

itica

l thi

nkin

g,

prob

lem

-sol

ving

, in

nova

tion

and

inde

pend

ent l

earn

ing

skills

.


50

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

teac

hing

illu

stra

ted

bel

ow

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• Te

ache

rs h

ave

exce

llent

sub

ject

kno

wle

dge

and

are

able

to

put i

t in

a m

eani

ngfu

l con

text

for t

he le

arne

rs. T

hey

unde

rsta

nd

the

diffi

culty

of c

erta

in c

once

pts

and

have

a g

ood

repe

rtoi

re

of e

xam

ples

to re

info

rce

thei

r re

leva

nce

to s

tude

nts.

• Le

sso

ns a

re v

ery

effe

ctiv

ely

pla

nned

. T

he p

urp

ose

of

activ

ities

is

clea

r an

d le

arni

ng i

s re

view

ed a

s an

int

egra

l pa

rt o

f th

e le

sson

. Le

sson

obj

ectiv

es a

re e

vide

nt t

o al

l and

le

arne

rs h

ave

a cl

ear

sens

e of

ach

ieve

men

t. Th

ere

is a

ver

y go

od b

alan

ce o

f ac

tiviti

es w

ith t

he u

se,

whe

re a

ppro

pria

te,

of w

hole

cla

ss,

indi

vidu

al a

nd g

roup

wor

k. T

ime,

act

iviti

es

and

reso

urce

s, in

clud

ing

lear

ning

tec

hnol

ogie

s ar

e us

ed t

o op

timum

effe

ct t

o en

sure

a s

tron

g m

omen

tum

to

lear

ning

. Te

ache

rs m

ake

full

and

effe

ctiv

e us

e of

man

y re

sour

ces

to

vary

the

ir te

achi

ng a

nd s

ucce

ed i

n pr

omot

ing

outs

tand

ing

lear

ning

. Te

ache

rs c

reat

e a

posi

tive

lear

ning

env

ironm

ent,

whe

re t

hey

enco

urag

e st

uden

ts t

o fe

el r

espe

cted

and

tha

t th

eir

effo

rts

are

wor

thw

hile

.

• Te

ache

rs m

ake

high

ly-e

ffect

ive

use

of fo

rmat

ive

asse

ssm

ent

met

hods

. Th

ey a

re s

kille

d in

the

ir us

e of

que

stio

ns a

nd

arou

se s

tude

nts’

inqu

isiti

vene

ss,

insp

iring

the

m t

o w

ant

to

find

out

mor

e. T

heir

ques

tions

are

wel

l foc

used

and

usu

ally

in

div

idua

lised

for

par

ticul

ar s

tud

ents

. Te

ache

rs a

dju

st t

he

pace

of

lear

ning

as

a re

sult

of s

tude

nts’

res

pons

es.

As

a re

sult,

stu

dent

s m

ake

exce

llent

pro

gres

s in

thei

r le

arni

ng.

• C

lass

room

s ar

e w

ell o

rgan

ised

and

the

lear

ning

act

iviti

es a

re

very

wel

l mat

ched

to

the

need

s of

indi

vidu

al s

tude

nts

and

grou

ps w

ith d

iffer

ing

lear

ning

nee

ds a

nd a

bilit

ies.

The

task

s,

activ

ities

and

res

ourc

es s

uppo

rt a

nd c

halle

nge

all s

tude

nts

to m

axim

ise

thei

r p

rogr

ess.

Tea

cher

s’ e

xpec

tatio

ns a

re

cons

iste

ntly

hig

h an

d ap

prop

riate

for s

tude

nts

at a

ll le

vels

of

atta

inm

ent.

• Te

ache

rs e

xpec

t stu

dent

s to

take

resp

onsi

bilit

y fo

r the

ir ow

n le

arni

ng.

They

pro

mot

e co

llabo

rativ

e an

d/or

ind

epen

dent

le

arni

ng,

as a

ppro

pria

te.

Pro

blem

-sol

ving

and

opp

ortu

nitie

s fo

r st

uden

ts t

o b

e in

nova

tive

and

eng

age

in e

nter

pris

e ac

tiviti

es a

re in

trin

sic

part

s of

lear

ning

. Te

ache

rs g

ive

ampl

e tim

e fo

r re

flect

ion

and

requ

ire s

tude

nts

to r

easo

n an

d th

ink

deep

ly.


51

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d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

teac

hing

illu

stra

ted

bel

ow

wo

uld

be

eval

uate

d a

s g

oo

d.

• Te

ache

rs h

ave

a th

orou

gh k

now

ledg

e of

the

ir su

bjec

ts a

nd

are

able

to

conv

ey t

heir

know

ledg

e cl

early

and

con

fiden

tly

to th

e le

arne

rs. T

hey

unde

rsta

nd h

ow th

eir

stud

ents

lear

n in

di

ffere

nt w

ays,

and

so

adap

t the

ir ap

proa

ches

wel

l to

ensu

re

that

stu

dent

s m

ake

good

pro

gres

s.

• Le

sson

s ar

e pl

anne

d ca

refu

lly a

nd w

ith d

ue c

onsi

dera

tion

for t

he n

eeds

of s

tude

nts.

Tea

cher

s m

ake

sure

that

stu

dent

s ar

e cl

ear

abou

t w

hat

they

sho

uld

lear

n an

d th

at t

hey

have

en

ough

tim

e at

the

end

of

less

ons

to r

evie

w h

ow w

ell t

hey

have

lear

ned.

Tea

cher

s pr

ovid

e a

rang

e of

lear

ning

act

iviti

es

to e

nsur

e th

at s

tude

nts

deve

lop

diffe

rent

ski

lls,

such

as

colla

bo

ratio

n an

d i

ndep

end

ence

. T

ime

and

res

our

ces,

in

clud

ing

the

use

of le

arni

ng te

chno

logi

es a

re u

sed

crea

tivel

y to

impr

ove

the

oppo

rtun

ities

for l

earn

ing.

Les

sons

are

usu

ally

in

tere

stin

g so

that

stu

dent

s co

ncen

trat

e w

ell a

nd w

ork

hard

. Te

ache

rs c

reat

e p

osi

tive

lear

ning

env

ironm

ents

, w

here

st

uden

ts fe

el re

laxe

d an

d fo

cus

firm

ly o

n th

eir

wor

k.

• Te

ache

rs u

se f

orm

ativ

e as

sess

men

t w

ell.

They

ask

pro

bing

qu

estio

ns t

hat

enco

urag

e st

uden

ts t

o re

flect

and

thi

nk f

or

them

selv

es.

Thei

r q

uest

ions

are

wel

l fo

cuse

d a

nd o

ften

m

odifi

ed f

or p

artic

ular

stu

dent

s. A

s a

resu

lt, s

tude

nts

gain

co

nfide

nce

in th

eir n

ew le

arni

ng a

nd m

ake

good

pro

gres

s in

th

e le

sson

s.

• Te

ache

rs a

re w

ell a

war

e th

at s

tude

nts

have

diff

eren

t ne

eds

and

less

ons

are

plan

ned

acco

rdin

gly.

Suc

h pl

anni

ng t

akes

ac

coun

t of

all

grou

ps o

f st

uden

ts,

incl

udin

g th

ose

with

sp

ecia

l edu

catio

nal n

eeds

. Tea

cher

s ar

e m

indf

ul o

f stu

dent

s’

pote

ntia

l and

hav

e go

od e

xpec

tatio

ns o

f the

stu

dent

s. T

hey

set

wor

k th

at is

dem

andi

ng s

o th

at s

tude

nts

are

mot

ivat

ed

and

enjo

y le

arni

ng.

• Te

ache

rs e

ncou

rage

stu

dent

s to

tak

e re

spon

sibi

lity

for

thei

r ow

n le

arni

ng b

y pr

ovid

ing

ampl

e op

port

uniti

es f

or s

tude

nts

refle

ct o

n th

eir

wor

k an

d th

ink

for

them

selv

es.

Teac

hers

ro

utin

ely

prov

ide

wor

k w

hich

in

volv

es

prob

lem

-sol

ving

an

d re

sear

ch a

ctiv

ities

so

that

stu

dent

s ga

in c

onfid

ence

in

thei

r ow

n ab

ilitie

s to

inno

vate

and

rel

y in

crea

sing

ly le

ss o

n te

ache

rs.


52

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d Ar

ab E

mir

ates

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hool

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ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

teac

hing

bel

ow

wo

uld

be

eval

uate

d

as a

ccep

tab

le.

• Te

ache

rs h

ave

suffi

cien

t and

sec

ure

subj

ect k

now

ledg

e an

d ca

n sh

are

this

at a

sui

tabl

e le

vel w

ith s

tude

nts.

The

y ap

prec

iate

st

uden

ts’

need

s an

d in

clud

e ap

prop

riate

exa

mpl

es in

ord

er

to e

stab

lish

rele

vanc

e.

• Le

sson

s ar

e p

lann

ed e

ffect

ivel

y so

tha

t th

e p

urp

ose

of

activ

ities

is c

lear

. Th

ere

is v

aria

tion

and

suf

ficie

nt p

ace

in

lear

ning

act

iviti

es a

nd t

ime

is a

lloca

ted

to

revi

ew le

arni

ng.

Teac

hers

mak

e ad

equa

te u

se o

f ad

diti

ona

l re

sour

ces

bey

ond

the

text

book

s. T

here

is a

pos

itive

clim

ate

for l

earn

ing

whe

re s

tude

nts

are

enco

urag

ed to

lear

n fro

m th

eir m

ista

kes.

C

onse

quen

tly, s

tude

nts’

lear

ning

ski

lls a

re a

ccep

tabl

e.

• Te

ache

rs e

nsur

e th

at s

tude

nts

are

suffi

cien

tly e

ngag

ed i

n le

sson

s. T

each

ers

use

a ra

nge

of q

uest

ions

to te

st s

tude

nts’

un

ders

tand

ing.

Con

sequ

ently

, st

uden

ts m

ake

acce

ptab

le

prog

ress

.

• Te

ache

rs r

ecog

nise

tha

t di

ffere

nt g

roup

s an

d in

divi

dual

s,

incl

udin

g th

ose

stud

ents

with

spe

cial

edu

catio

nal

need

s,

have

diff

eren

t le

arni

ng n

eeds

and

the

y ad

apt

thei

r m

etho

ds

and

reso

urce

s ac

cord

ingl

y. A

s a

resu

lt, s

tude

nts

mak

e st

eady

pr

ogre

ss.

• Te

ache

rs e

xpec

t stu

dent

s to

thin

k ab

out t

heir

resp

onse

s an

d th

eir w

ork

but s

tude

nts

rely

too

muc

h on

adu

lts fo

r gui

danc

e.

Teac

hing

str

ateg

ies

som

etim

es i

nclu

de

opp

ortu

nitie

s fo

r st

uden

ts to

thin

k cr

itica

lly a

nd b

e in

nova

tive.

The

qua

lity

of

teac

hing

illu

stra

ted

bel

ow

is

unlik

ely

to b

e ac

cep

tab

le.

• Te

ache

rs h

ave

inad

equa

te s

ubje

ct k

now

ledg

e an

d th

ey h

ave

little

aw

aren

ess

of h

ow s

tude

nts

lear

n.

• Le

sso

ns a

re n

ot

pla

nned

ad

equa

tely

and

tim

e is

use

d un

prod

uctiv

ely.

Les

sons

are

mon

oton

ous

with

litt

le v

arie

ty.

Few

res

ourc

es a

re u

sed

othe

r th

an t

extb

ooks

or

teac

her-

talk

. The

lear

ning

env

ironm

ent d

oes

little

to p

rom

ote

curio

sity

, un

ders

tand

ing

or le

arni

ng.

• Te

ache

rs a

re n

ot

skill

ed a

t us

ing

que

stio

ns t

o c

heck

un

ders

tand

ing.

Con

sequ

ently

, stu

dent

s ar

e un

likel

y to

mak

e pr

ogre

ss.

• Te

ache

rs d

o no

t mee

t all

the

lear

ning

nee

ds o

f all

grou

ps a

nd

indi

vidu

als,

incl

udin

g th

ose

stud

ents

requ

iring

add

ition

al h

elp

with

thei

r lea

rnin

g. N

ot a

ll gr

oups

of s

tude

nts

mak

e su

ffici

ent

prog

ress

.

• Te

ache

rs d

o no

t giv

e st

uden

ts e

noug

h sc

ope

to d

evel

op th

eir

own

appr

oach

es to

lear

ning

and

to th

ink

for

them

selv

es.


53

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d Ar

ab E

mir

ates

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hool

Insp

ectio

n Fr

amew

ork

2015

-201

6


54

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

3.2

Asse

ssm

ent

Ele

men

ts

3.2.

1 In

tern

al a

sses

smen

t p

roce

sses

3.2.

2 E

xter

nal,

natio

nal a

nd in

tern

atio

nal b

ench

mar

king

3.2.

3 A

naly

sis

of

asse

ssm

ent

dat

a to

mo

nito

r st

uden

ts’ p

rog

ress

3.2.

4 U

se o

f as

sess

men

t in

form

atio

n to

influ

ence

tea

chin

g, t

he c

urri

culu

m a

nd s

tud

ents

’ pro

gre

ss3.

2.5

Teac

hers

’ kno

wle

dg

e o

f, a

nd s

upp

ort

fo

r, st

uden

ts’ l

earn

ing

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

3.2.

1 In

tern

al a

sses

smen

t p

roce

sses

Inte

rnal

ass

essm

ent

proc

esse

s ar

e fu

lly c

oher

ent a

nd

cons

iste

nt. T

hey

are

dire

ctly

link

ed to

the

scho

ol’s

cur

ricul

um

stan

dard

s to

pro

vide

va

lid, r

elia

ble

and

com

preh

ensi

ve

mea

sure

s of

stu

dent

s’

acad

emic

, per

sona

l and

so

cial

dev

elop

men

t.

Inte

rnal

ass

essm

ent

proc

esse

s ar

e co

here

nt

and

cons

iste

nt. T

hey

are

linke

d w

ell t

o th

e sc

hool

’s c

urric

ulum

st

anda

rds

to p

rovi

de

valid

, rel

iabl

e an

d co

mpr

ehen

sive

m

easu

res

of s

tude

nts’

ac

adem

ic, p

erso

nal a

nd

soci

al d

evel

opm

ent.

Inte

rnal

ass

essm

ent

proc

esse

s ar

e m

ainl

y co

here

nt a

nd

cons

iste

nt. T

hey

are

linke

d to

the

scho

ol’s

cu

rric

ulum

sta

ndar

ds to

pr

ovid

e va

lid a

nd c

lear

m

easu

res

of s

tude

nts’

pr

ogre

ss.

Inte

rnal

ass

essm

ent

proc

esse

s ar

e co

nsis

tent

. The

y ar

e ge

nera

lly li

nked

to th

e sc

hool

’s c

urric

ulum

st

anda

rds

to p

rovi

de

appr

opria

te m

easu

res

of s

tude

nts’

pro

gres

s.

Inte

rnal

ass

essm

ent

proc

esse

s ar

e in

cons

iste

nt. T

hey

may

not

pro

duce

val

id

or re

liabl

e da

ta. T

hey

may

be

rest

ricte

d to

m

easu

ring

stud

ents

’ kn

owle

dge

and

have

lim

ited

use

as m

easu

res

of p

rogr

ess.

The

scho

ol d

oes

not

have

effe

ctiv

e sy

stem

s to

pro

vide

acc

urat

e m

easu

res

of s

tude

nts’

pr

ogre

ss.

3.2.

2 E

xter

nal,

natio

nal a

nd in

tern

atio

nal b

ench

mar

king

The

scho

ol r

igor

ousl

y be

nchm

arks

stu

dent

s’

acad

emic

out

com

es

agai

nst a

ran

ge o

f ex

tern

al, n

atio

nal

and

inte

rnat

iona

l ex

pect

atio

ns.

The

scho

ol e

ffect

ivel

y be

nchm

arks

stu

dent

s’

acad

emic

out

com

es

agai

nst a

ppro

pria

te

exte

rnal

, nat

iona

l and

in

tern

atio

nal e

xpec

ta-

tions

.

The

scho

ol

benc

hmar

ks s

tude

nts’

ac

adem

ic o

utco

mes

ag

ains

t app

ropr

iate

ex

tern

al, n

atio

nal

and

inte

rnat

iona

l ex

pect

atio

ns.

The

scho

ol b

ench

mar

ks

stud

ents

’ aca

dem

ic

outc

omes

aga

inst

ex

tern

al, n

atio

nal

and

inte

rnat

iona

l ex

pect

atio

ns b

ut m

ay

not d

o th

is c

onsi

sten

tly.

The

scho

ol r

arel

y or

ne

ver

benc

hmar

ks

stud

ents

’ aca

dem

ic

outc

omes

aga

inst

ap

prop

riate

ex

tern

al, n

atio

nal

and

inte

rnat

iona

l ex

pect

atio

ns.

The

scho

ol h

as li

ttle

un

ders

tand

ing

of h

ow

to b

ench

mar

k st

uden

ts’

acad

emic

out

com

es

agai

nst a

ny e

xter

nal

expe

ctat

ions

.


55

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d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

3.2.

3 A

naly

sis

of

asse

ssm

ent

dat

a to

mo

nito

r st

uden

ts’ p

rog

ress

Ass

essm

ent d

ata

are

rigor

ousl

y an

alys

ed.

Info

rmat

ion

abou

t stu

-de

nts’

pro

gres

s, a

s in

di-

vidu

als

and

as g

roup

s is

ac

cura

te a

nd c

ompr

e-he

nsiv

e. It

is m

onito

red

effe

ctiv

ely.

Ass

essm

ent d

ata

are

anal

ysed

wel

l. In

form

atio

n ab

out

stud

ents

’ pro

gres

s,

as in

divi

dual

s an

d as

gr

oups

, is

accu

rate

an

d ve

ry d

etai

led.

It is

m

onito

red

wel

l.

Ass

essm

ent d

ata

are

anal

ysed

in s

ome

dept

h. In

form

atio

n ab

out s

tude

nts’

pr

ogre

ss, a

s in

divi

dual

s an

d as

gro

ups,

is

accu

rate

and

det

aile

d. It

is

trac

ked

over

tim

e.

Ass

essm

ent d

ata

are

anal

ysed

but

in

form

atio

n ab

out

stud

ents

’ pro

gres

s,

as in

divi

dual

s an

d as

gro

ups,

may

be

sup

erfic

ial o

r un

derd

evel

oped

.

Ana

lysi

s of

ass

essm

ent

data

is li

mite

d an

d in

form

atio

n ab

out

stud

ents

’ pro

gres

s,

as in

divi

dual

s an

d as

gr

oups

, is

inad

equa

te.

Ther

e is

litt

le o

r no

an

alys

is o

f ass

essm

ent

data

and

litt

le

info

rmat

ion

abou

t st

uden

ts’ p

rogr

ess.

3.2.

4 U

se o

f as

sess

men

t in

form

atio

n to

influ

ence

tea

chin

g, t

he c

urri

culu

m a

nd s

tud

ents

’ pro

gre

ss

Ass

essm

ent i

nfor

mat

ion

is u

sed

skilf

ully

and

ef

fect

ivel

y to

influ

ence

te

achi

ng a

nd th

e cu

rric

ulum

in o

rder

to

mee

t the

lear

ning

nee

ds

of a

ll gr

oups

of s

tude

nts

and

to o

ptim

ise

thei

r pr

ogre

ss.

Ass

essm

ent i

nfor

mat

ion

is u

sed

very

effe

ctiv

ely

to in

fluen

ce te

achi

ng

and

the

curr

icul

um

in o

rder

to m

eet t

he

lear

ning

nee

ds o

f all

grou

ps o

f stu

dent

s an

d to

enh

ance

thei

r pr

ogre

ss.

Ass

essm

ent i

nfor

mat

ion

is u

sed

effe

ctiv

ely

to

influ

ence

teac

hing

and

th

e cu

rric

ulum

in o

rder

to

mee

t the

lear

ning

ne

eds

of a

ll gr

oups

of

stud

ents

and

enh

ance

th

eir

prog

ress

.

Ass

essm

ent i

nfor

mat

ion

is u

sed

adeq

uate

ly to

in

form

teac

hing

and

cu

rric

ulum

pla

nnin

g in

or

der

to m

eet t

he n

eeds

of

gro

ups

of s

tude

nts.

Ass

essm

ent i

nfor

mat

ion

is n

ot u

sed

adeq

uate

ly

to in

form

teac

hing

or

curr

icul

um p

lann

ing.

C

onse

quen

tly, t

he

need

s of

gro

ups

of s

tude

nts

are

not

adeq

uate

ly m

et.

Ass

essm

ent i

nfor

mat

ion

is n

ot u

sed

to in

form

te

achi

ng o

r cu

rric

ulum

pl

anni

ng a

nd th

e ne

eds

of s

tude

nts

are

not m

et.

3.2.

5 T

each

ers’

kno

wle

dg

e o

f an

d s

upp

ort

fo

r st

uden

ts’ l

earn

ing

Teac

hers

hav

e in

-de

pth

know

ledg

e of

the

stre

ngth

s an

d w

eakn

esse

s of

in

divi

dual

stu

dent

s.

Teac

hers

pro

vide

ex

celle

nt p

erso

nalis

ed

chal

leng

e an

d su

ppor

t.

Feed

back

to s

tude

nts

is c

ompr

ehen

sive

and

co

nstr

uctiv

e. S

tude

nts

are

rout

inel

y in

volv

ed

in a

sses

sing

thei

r ow

n le

arni

ng.

Teac

hers

hav

e ve

ry

good

kno

wle

dge

of th

e st

reng

ths

and

wea

knes

ses

of

indi

vidu

al s

tude

nts.

Th

ey p

rovi

de

pers

onal

ised

cha

lleng

e an

d su

ppor

t. Fe

edba

ck

to s

tude

nts

is

cons

truc

tive.

Stu

dent

s ar

e re

gula

rly in

volv

ed

in a

sses

sing

thei

r ow

n le

arni

ng.

Teac

hers

hav

e go

od k

now

ledg

e of

the

stre

ngth

s an

d w

eakn

esse

s of

in

divi

dual

stu

dent

s.

They

pro

vide

wel

l-fo

cuse

d ch

alle

nge,

su

ppor

t, fe

edba

ck a

nd

follo

w-u

p. S

tude

nts

are

usua

lly in

volv

ed in

as

sess

ing

thei

r ow

n le

arni

ng.

Teac

hers

hav

e re

ason

able

kno

wle

dge

of th

e st

reng

ths

and

wea

knes

ses

of

indi

vidu

al s

tude

nts.

Th

ey p

rovi

de s

ome

chal

leng

e, s

uppo

rt,

feed

back

and

follo

w-

up. S

tude

nts

are

som

etim

es in

volv

ed in

as

sess

ing

thei

r ow

n le

arni

ng.

Teac

hers

hav

e in

suffi

cien

t kno

wle

dge

of th

e st

reng

ths

and

wea

knes

ses

of

stud

ents

. Stu

dent

s ar

e no

t giv

en e

noug

h ch

alle

nge,

sup

port

, fe

edba

ck o

r fo

llow

-up.

S

tude

nts

are

rare

ly

invo

lved

in a

sses

sing

th

eir

own

lear

ning

.

Teac

hers

’ kno

wle

dge

of th

e st

reng

ths

and

wea

knes

ses

of

stud

ents

is v

ery

limite

d.

Stu

dent

s ar

e gi

ven

little

ch

alle

nge,

sup

port

, fe

edba

ck o

r fo

llow

-up.

Th

ey a

re n

ot in

volv

ed

in a

sses

sing

thei

r ow

n le

arni

ng.


56

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

asse

ssm

ent

illus

trat

ed b

elo

w

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• In

tern

al a

sses

smen

t pr

oces

ses

are

cons

iste

nt a

cros

s th

e sc

hoo

l. T

hey

pro

vid

e va

lid,

relia

ble

and

co

mp

rehe

nsiv

e in

form

atio

n th

at is

use

d to

eva

luat

e st

uden

ts’ p

rogr

ess

agai

nst

the

scho

ol’s

cur

ricul

um s

tand

ard

s an

d e

xpec

tatio

ns. T

he

info

rmat

ion

prov

ides

com

plet

e pr

ofile

s of

stu

dent

s’ a

cade

mic

pr

ogre

ss, a

nd th

eir

pers

onal

and

soc

ial d

evel

opm

ent.

• Th

e sc

hool

has

a h

ighl

y ef

ficie

nt p

roce

ss f

or c

ompa

ring

its

stud

ents

’ ac

hiev

emen

t w

ith t

hat

of s

tude

nts

inte

rnat

iona

lly.

Test

and

exa

min

atio

n re

sults

are

com

pare

d w

ith a

var

iety

of

appr

opria

te i

nter

natio

nal

benc

hmar

ks.

Ass

essm

ent

resu

lts

of in

divi

dual

sub

ject

s ar

e an

alys

ed in

det

ail.

The

anal

yses

are

us

ed t

o id

entif

y di

ffere

nt le

vels

of

perfo

rman

ce in

ski

lls a

nd

know

ledg

e. L

evel

s of

per

form

ance

are

com

pare

d in

tern

ally

be

twee

n su

bjec

ts

and

phas

es,

and

exte

rnal

ly

with

th

e ac

hiev

emen

ts o

f, an

d ex

pect

atio

ns f

or,

stud

ents

nat

iona

lly

and

inte

rnat

iona

lly.

• A

sses

smen

t inf

orm

atio

n is

ana

lyse

d to

iden

tify

stre

ngth

s an

d w

eakn

esse

s in

stu

dent

s’ a

ttai

nmen

t an

d to

iden

tify

tren

ds.

All

asse

ssm

ent

info

rmat

ion

is c

ross

-che

cked

for

acc

urac

y an

d re

liabi

lity

with

dat

a fro

m d

iffer

ent s

ourc

es. W

hole

-sch

ool

and

indi

vidu

al t

arge

ts a

re s

et, a

nd s

tude

nts’

per

form

ance

is

mon

itore

d to

ens

ure

stud

ents

are

mee

ting

shor

t, an

d lo

ng-

term

targ

ets.

• Te

ache

rs a

nd s

choo

l le

ader

s m

ake

exce

llent

use

of

both

fo

rmat

ive

and

sum

mat

ive

asse

ssm

ent.

They

use

the

anal

ysis

of

dat

a to

pla

n le

sson

s, t

o m

odify

the

cur

ricul

um a

nd t

o ad

dres

s th

e le

arni

ng n

eeds

of a

ll st

uden

ts. I

ndiv

idua

l tar

gets

ar

e ag

reed

with

stu

dent

s so

tha

t th

ey c

an i

mpr

ove

thei

r pr

ogre

ss. W

hen

appr

opria

te, p

aren

ts a

re a

lso

invo

lved

in th

e ta

rget

set

ting.

• Te

ache

rs h

ave

thor

ough

kno

wle

dge

of i

ndiv

idua

l st

uden

ts’

str

en

gth

s a

nd

we

ak

ne

ss

es

. T

he

y h

ave

ex

ce

lle

nt

und

erst

and

ing

of

how

to

use

fo

rmat

ive

asse

ssm

ent

succ

essf

ully

in

le

sson

s.

They

un

ders

tand

th

e ne

eds

of

indi

vidu

als

and

grou

ps o

f st

uden

ts,

incl

udin

g th

ose

with

sp

ecia

l edu

catio

nal n

eeds

. Fee

dbac

k an

d w

ritte

n co

mm

ents

to

stu

dent

s fo

llow

ing

asse

ssm

ents

and

mar

king

of

thei

r bo

oks

cons

truc

tivel

y, h

elp

stud

ents

to k

now

wha

t, an

d ho

w

to i

mpr

ove.

Tea

cher

s ar

e rig

orou

s in

che

ckin

g ho

w w

ell

stud

ents

res

pond

to

thei

r gu

idan

ce.

Stu

dent

s us

e ob

ject

ive

crite

ria t

o ev

alua

te t

heir

own

and

each

oth

er’s

wor

k an

d to

id

entif

y th

eir

next

ste

ps i

n le

arni

ng.

Info

rmal

ass

essm

ent

dur

ing

les

sons

thr

oug

h, f

or

exam

ple

, q

uest

ioni

ng b

y te

ache

rs, a

dds

to th

e ov

eral

l vie

w o

f stu

dent

s’ a

chie

vem

ent.


57

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

asse

ssm

ent

illus

trat

ed b

elo

w

wo

uld

be

eval

uate

d a

s g

oo

d.

• In

tern

al a

sses

smen

t pr

oces

ses

prov

ide

valid

and

rel

iabl

e in

form

atio

n th

at

is

used

to

ev

alua

te

stud

ents

’ pr

ogre

ss

agai

nst

the

scho

ol’s

cur

ricul

um s

tand

ards

. Th

e in

form

atio

n pr

ovid

es b

road

and

val

id m

easu

res

of s

tude

nts’

aca

dem

ic

prog

ress

, and

thei

r pe

rson

al a

nd s

ocia

l dev

elop

men

t.

• Th

e sc

hool

has

effi

cien

t pro

cess

es fo

r com

parin

g its

stu

dent

s’

perfo

rman

ces

with

tho

se o

f st

uden

ts i

nter

natio

nally

. Te

st

and

exam

inat

ion

resu

lts

are

com

pare

d w

ith

appr

opria

te

inte

rnat

iona

l ben

chm

arks

. A

sses

smen

t re

sults

of

indi

vidu

al

subj

ects

are

ana

lyse

d to

iden

tify

perfo

rman

ce le

vels

in s

kills

an

d kn

owle

dge.

Lev

els

of p

erfo

rman

ce a

re c

ompa

red

with

th

e ac

hiev

emen

ts o

f st

uden

ts n

atio

nally

and

inte

rnat

iona

lly.

Alth

ough

com

paris

ons

may

not

be

broa

d ba

sed

and

varie

d,

they

pro

vide

a h

elpf

ul p

ictu

re o

f per

form

ance

.

• Th

e sc

hool

take

s re

ason

able

ste

ps to

ens

ure

that

info

rmat

ion

from

ass

essm

ent i

s ac

cura

te. A

naly

sis

is c

arrie

d ou

t to

iden

tify

tren

ds,

patt

erns

of

atta

inm

ent

and

indi

vidu

al p

rogr

ess,

as

wel

l as

area

s of

con

cern

. C

ompa

rison

s be

twee

n gr

oups

of

stud

ents

are

und

erta

ken.

The

resu

lting

info

rmat

ion

is ro

utin

ely

shar

ed a

mon

g te

ache

rs s

o th

at t

hey

can

eval

uate

the

ir ow

n pe

rform

ance

and

dec

ide

how

to re

-foc

us th

eir

teac

hing

.

• Te

ache

rs a

nd s

choo

l lea

ders

mak

e ef

fect

ive

use

of fo

rmat

ive

and

sum

mat

ive

asse

ssm

ent d

ata

in th

eir

less

on p

lann

ing

so

that

the

indi

vidu

al le

arni

ng n

eeds

of m

ost

stud

ents

are

met

. A

lthou

gh t

arge

ts m

ay n

ot b

e se

t fo

r al

l ind

ivid

ual s

tude

nts,

te

ache

rs u

se a

sses

smen

t in

form

atio

n to

ens

ure

that

eac

h gr

oup

has

a go

od le

vel o

f cha

lleng

e at

all

times

.

• Te

ache

rs a

re w

ell

awar

e of

the

ind

ivid

ual

stre

ngth

s an

d w

eakn

esse

s of

thei

r stu

dent

s. T

hey

use

form

ativ

e as

sess

men

t w

ell in

less

ons.

In th

eir g

uida

nce

for s

tude

nts

and

thro

ugh

the

mar

king

of

stud

ents

’ w

ork,

the

y co

nvey

cle

ar e

xpec

tatio

ns

and

prov

ide

help

ful o

ral a

nd w

ritte

n co

mm

ents

to

prom

ote

lear

ning

. Te

ache

rs c

heck

whe

ther

or

not

stud

ents

hav

e re

spon

ded

to t

heir

advi

ce.

Stu

dent

s ar

e us

ually

invo

lved

in

plan

ning

thei

r ne

xt s

teps

in th

eir

lear

ning

.


58

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

asse

ssm

ent

illus

trat

ed b

elo

w

wo

uld

be

eval

uate

d a

s ac

cep

tab

le.

• Th

e sc

hool

car

ries

out

regu

lar

asse

ssm

ents

of

stud

ents

’ at

tain

men

t in

the

key

sub

ject

s. T

he a

sses

smen

ts a

re li

nked

to

the

sch

ool’s

cur

ricul

um a

nd p

rodu

ce v

alid

dat

a ab

out

stud

ents

’ pro

gres

s.

• Th

e sc

hool

has

a s

atis

fact

ory

proc

ess

for

com

parin

g th

e pe

rform

ance

of s

tude

nts

with

thos

e of

stu

dent

s in

tern

atio

nally

. Te

st a

nd e

xam

inat

ion

resu

lts a

re s

omet

imes

com

pare

d w

ith

inte

rnat

iona

l ben

chm

arks

, alth

ough

sam

plin

g of

stu

dent

s fo

r be

nchm

arki

ng m

ight

not

be

full

repr

esen

tativ

e of

the

age

-gr

oup

of th

e st

uden

ts.

• Th

e re

cord

ing

of

asse

ssm

ent

info

rmat

ion

is

orga

nise

d ef

ficie

ntly.

S

ome

anal

ysis

is

unde

rtak

en t

o id

entif

y br

oad

tren

ds,

patt

erns

of a

ttai

nmen

t an

d in

divi

dual

pro

gres

s.

The

resu

ltant

info

rmat

ion

is s

hare

d w

ith th

e st

aff.

• S

taff

mak

e so

me

use

of d

ata

anal

ysis

to p

lan

less

ons

and

to

adap

t the

cur

ricul

um to

mee

t the

nee

ds o

f stu

dent

s bu

t suc

h us

e m

ay b

e in

cons

iste

nt a

nd/o

r at t

imes

, not

eve

ry e

ffect

ive.

• S

tude

nts

may

be

give

n or

al fe

edba

ck o

n th

eir w

ork.

Exe

rcis

e bo

oks

are

mar

ked

regu

larly

but

ther

e m

ay b

e fe

w in

form

ativ

e co

mm

ents

abo

ut h

ow t

o im

prov

e. S

tude

nts’

eva

luat

ion

of

thei

r ow

n an

d ot

her’s

wor

k is

not

a r

egul

ar f

eatu

re o

f th

e sc

hool

’s a

sses

smen

t pr

oced

ures

. Th

ey k

now

the

res

ults

of

asse

ssm

ents

and

und

erst

and

the

natu

re o

f th

eir

stre

ngth

s an

d w

eakn

esse

s. T

each

ers

do n

ot r

outin

ely

chec

k w

heth

er

or n

ot s

tude

nts

have

resp

onde

d to

feed

back

.

The

qua

lity

of

asse

ssm

ent

illus

trat

ed b

elo

w is

un

likel

y to

be

acce

pta

ble

.

• A

sses

smen

t of s

tude

nts’

pro

gres

s is

bas

ed s

olel

y on

inte

rnal

te

sts.

• A

sses

smen

t dat

a ar

e in

accu

rate

or

have

litt

le v

alid

ity.

• Te

ache

rs

have

an

in

adeq

uate

kn

owle

dge

of

stud

ents

’ in

divi

dual

ach

ieve

men

ts a

nd th

eir

lear

ning

nee

ds.

• Te

ache

rs m

ake

little

use

of a

sses

smen

t inf

orm

atio

n to

mod

ify

thei

r w

ork.

• Te

ache

rs g

ive

little

fee

dbac

k to

stu

dent

s an

d th

ey s

eldo

m

mar

k st

uden

ts’

wor

k. S

tude

nts

may

be

unaw

are

of t

he

resu

lts fr

om a

sses

smen

ts.


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-201

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d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

4. C

urr

iculu

m4.

1 C

urri

culu

m d

esig

n an

d im

ple

men

tatio

n E

lem

ents

4.1.

1 R

atio

nale

, bal

ance

and

co

mp

lianc

e4.

1.2

Co

ntin

uity

and

pro

gre

ssio

n4.

1.3

Cur

ricu

lar

cho

ices

4.1.

4 C

ross

-cur

ricu

lar

links

4.1.

5 R

evie

w a

nd d

evel

op

men

t

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

4.1.

1 R

atio

nale

, bal

ance

and

co

mp

lianc

eTh

e cu

rric

ulum

has

a v

ery

clea

r ra

tiona

le a

ligne

d to

the

scho

ol, E

mira

te

and

natio

nal v

isio

ns. I

t is

rele

vant

, com

preh

ensi

ve,

and

prom

otes

inno

vatio

n an

d ch

alle

nge.

It is

hig

hly

effe

ctiv

e in

dev

elop

ing

a ba

lanc

e of

kno

wle

dge,

ski

lls

and

unde

rsta

ndin

g. It

fulfi

ls

all t

he re

quire

men

ts o

f the

sc

hool

’s a

utho

rised

/ li

cens

ed

curr

icul

um a

nd th

e na

tiona

l st

atut

ory

requ

irem

ents

.

The

curr

icul

um h

as a

cle

ar

ratio

nale

alig

ned

to th

e sc

hool

, E

mira

te a

nd n

atio

nal v

isio

ns.

It is

rele

vant

and

pro

mot

es

inno

vatio

n an

d ch

alle

nge.

It

is e

ffect

ive

in d

evel

opin

g a

bala

nce

of k

now

ledg

e, s

kills

an

d un

ders

tand

ing.

It fu

lfils

al

l the

requ

irem

ents

of t

he

scho

ol’s

aut

horis

ed /

lice

nsed

cu

rric

ulum

and

the

natio

nal

stat

utor

y re

quire

men

ts.

The

curr

icul

um h

as a

cle

ar

ratio

nale

. It i

s br

oad,

bal

ance

d an

d ag

e-ap

prop

riate

, and

is

rele

vant

and

effe

ctiv

e in

de

velo

ping

kno

wle

dge,

ski

lls

and

unde

rsta

ndin

g. It

clo

sely

fo

llow

s th

e re

quire

men

ts

of th

e sc

hool

’s a

utho

rised

/

licen

sed

curr

icul

um a

nd

the

natio

nal s

tatu

tory

re

quire

men

ts.

The

curr

icul

um is

reas

onab

ly

broa

d an

d ba

lanc

ed, i

s re

leva

nt a

nd d

evel

ops

know

ledg

e an

d sk

ills,

alth

ough

the

focu

s is

mor

e on

kn

owle

dge.

It m

ainl

y fo

llow

s th

e re

quire

men

ts o

f the

sc

hool

’s a

utho

rised

/ li

cens

ed

curr

icul

um a

nd th

e na

tiona

l st

atut

ory

requ

irem

ents

.

The

curr

icul

um r

atio

nale

is

unc

lear

. The

lear

ning

pr

ogra

mm

e is

mai

nly

dict

ated

by

text

book

s. It

is n

eith

er

broa

d no

r ba

lanc

ed a

nd

negl

ects

the

deve

lopm

ent

of le

arni

ng s

kills

. It d

oes

not

fulfi

l key

requ

irem

ents

of t

he

scho

ol’s

aut

horis

ed /

lice

nsed

cu

rric

ulum

and

/ o

r na

tiona

l st

atut

ory

requ

irem

ents

.

Man

y as

pect

s of

the

curr

icul

um a

re w

eak.

It

is n

arro

w in

sco

pe a

nd

negl

ects

the

deve

lopm

ent

of s

kills

. It d

oes

not m

eet

the

need

s of

the

maj

ority

of

stud

ents

. It d

oes

not m

eet

the

requ

irem

ents

of t

he

scho

ol’s

aut

horis

ed /

lice

nsed

cu

rric

ulum

and

/or

natio

nal

stat

utor

y re

quire

men

ts.


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* a

s pe

r th

e au

thor

ised

and

lice

nsed

cur

ricul

um s

tand

ards

4.1.

2 C

ont

inui

ty a

nd p

rog

ress

ion

The

curr

icul

um is

ver

y w

ell

plan

ned

to e

nsur

e st

ruct

ured

pr

ogre

ssio

n in

all

subj

ects

. It

mee

ts th

e ne

eds

of a

ll st

uden

ts. C

ontin

uity

of

lear

ning

is s

eam

less

and

st

uden

ts a

re fu

lly p

repa

red

for

the

next

pha

se o

f ed

ucat

ion,

with

in s

choo

l and

be

yond

.

The

curr

icul

um is

effe

ctiv

ely

plan

ned

to e

nsur

e pr

ogre

ssio

n in

all

subj

ects

. It m

eets

the

need

s of

alm

ost a

ll st

uden

ts.

Con

tinui

ty o

f lea

rnin

g is

sm

ooth

and

stu

dent

s ar

e ve

ry

wel

l pre

pare

d fo

r th

e ne

xt

phas

e of

edu

catio

n, w

ithin

sc

hool

and

bey

ond.

The

curr

icul

um is

pla

nned

so

that

lear

ning

bui

lds

wel

l on

stud

ents

’ pre

viou

s ac

hiev

emen

ts, i

n al

l key

su

bjec

ts. I

t mee

ts th

e ne

eds

of m

ost s

tude

nts.

Stu

dent

s ar

e w

ell p

repa

red

for

the

next

ph

ase

of e

duca

tion,

with

in

scho

ol a

nd b

eyon

d.

The

curr

icul

um is

pla

nned

and

th

ere

is a

dequ

ate

prog

ress

ion

in m

ost k

ey s

ubje

cts

but t

his

may

var

y ac

ross

sub

ject

s an

d ag

e gr

oups

. It m

eets

th

e ne

eds

of a

larg

e m

ajor

ity

of s

tude

nts.

Stu

dent

s ar

e ad

equa

tely

pre

pare

d fo

r th

e ne

xt p

hase

of e

duca

tion,

w

ithin

sch

ool a

nd b

eyon

d.

The

curr

icul

um h

as s

igni

fican

t ga

ps in

con

tent

and

ther

e is

dis

cont

inui

ty w

ithin

som

e su

bjec

ts. I

t mee

ts th

e ne

eds

of o

nly

a m

ajor

ity o

f stu

dent

s.

Stu

dent

s ar

e in

adeq

uate

ly

prep

ared

for

the

next

pha

se o

f ed

ucat

ion,

with

in s

choo

l and

be

yond

.

The

curr

icul

um is

dis

orga

nise

d an

d ke

y su

bjec

ts, l

earn

ing

skills

and

oth

er im

port

ant

aspe

cts

are

not c

over

ed in

su

ffici

ent d

epth

or

thes

e la

ck

cont

inui

ty. I

t mee

ts th

e ne

eds

of o

nly

a m

inor

ity o

f stu

dent

s.

Stu

dent

s ar

e un

prep

ared

for

the

next

pha

se o

f edu

catio

n,

with

in s

choo

l and

bey

ond.

4.1.

3 C

urri

cula

r ch

oic

es

The

exce

llent

ran

ge o

f cu

rric

ular

opt

ions

* pr

ovid

es

olde

r st

uden

ts w

ith e

xten

sive

ch

oice

s an

d op

port

uniti

es

to b

enefi

t fro

m le

arni

ng

expe

rienc

es th

at n

urtu

re

thei

r ta

lent

s, in

tere

sts

and

aspi

ratio

ns.

The

wid

e ra

nge

of c

urric

ular

op

tions

* pr

ovid

es o

lder

st

uden

ts w

ith v

ery

good

ch

oice

s an

d op

port

uniti

es

to b

enefi

t fro

m le

arni

ng

expe

rienc

es th

at e

ncou

rage

th

eir

tale

nts,

inte

rest

s an

d as

pira

tions

.

The

rang

e of

cur

ricul

ar

optio

ns*

prov

ides

old

er

stud

ents

with

am

ple

choi

ces

that

dev

elop

thei

r ta

lent

s,

inte

rest

s an

d as

pira

tions

.

The

curr

icul

ar o

ptio

ns*

prov

ide

olde

r st

uden

ts w

ith s

ome

choi

ces

that

dev

elop

thei

r in

tere

sts

and

aspi

ratio

ns.

The

curr

icul

ar o

ptio

ns*

are

narr

ow a

nd o

verly

pr

escr

iptiv

e. T

hey

prov

ide

olde

r st

uden

ts w

ith li

mite

d ch

oice

s.

Ther

e ar

e ve

ry li

mite

d cu

rric

ular

opt

ions

* an

d lit

tle

varie

ty. O

lder

stu

dent

s re

gard

m

uch

of th

e cu

rric

ulum

as

irrel

evan

t and

uni

nter

estin

g.

4.1.

4 C

ross

-cur

ricu

lar

links

Cro

ss-c

urric

ular

link

s ar

e m

eani

ngfu

l and

pla

nned

pu

rpos

eful

ly a

nd in

nova

tivel

y.

They

are

man

aged

wel

l an

d si

gnifi

cant

ly e

nhan

ce

stud

ents

’ tra

nsfe

r of l

earn

ing

betw

een

diffe

rent

sub

ject

s.

Cro

ss-c

urric

ular

link

s ar

e m

eani

ngfu

l and

pla

nned

ca

refu

lly. T

hey

are

man

aged

w

ell a

nd e

nhan

ce s

tude

nts’

tr

ansf

er o

f lea

rnin

g be

twee

n di

ffere

nt s

ubje

cts.

Cro

ss-c

urric

ular

link

s ar

e m

eani

ngfu

l and

pla

nned

. The

y ar

e m

anag

ed w

ell a

nd a

ssis

t st

uden

ts’ t

rans

fer o

f lea

rnin

g be

twee

n di

ffere

nt s

ubje

cts.

Som

e cr

oss-

curr

icul

ar li

nks

are

plan

ned

but t

hey

do n

ot

fully

faci

litat

e st

uden

ts’ t

rans

fer

of le

arni

ng b

etw

een

diffe

rent

su

bjec

ts.

Ther

e ar

e no

pla

nned

cro

ss-

curr

icul

ar li

nks.

Stu

dent

s’

tran

sfer

of l

earn

ing

betw

een

diffe

rent

sub

ject

are

as ra

rely

ha

ppen

s.

Ther

e ar

e no

mea

ning

ful c

ross

-cu

rric

ular

link

s.

4.1.

5 R

evie

w a

nd d

evel

op

men

t

The

scho

ol c

ondu

cts

regu

lar

and

rigor

ous

revi

ews

of it

s cu

rric

ulum

in re

latio

n to

st

uden

ts’ a

chie

vem

ents

, as

pira

tions

, and

Em

irate

an

d na

tiona

l prio

ritie

s. T

he

curr

icul

um is

con

tinuo

usly

de

velo

ped

to e

nsur

e ex

celle

nt p

rovi

sion

in a

ll su

bjec

ts a

nd to

mee

t, in

full,

th

e ac

adem

ic a

nd p

erso

nal

deve

lopm

ent n

eeds

of a

ll st

uden

ts.

The

scho

ol c

ondu

cts

regu

lar

revi

ews

of it

s cu

rric

ulum

in

rela

tion

to s

tude

nts’

ac

hiev

emen

ts, a

spira

tions

, an

d E

mira

te a

nd n

atio

nal

prio

ritie

s. T

he c

urric

ulum

is

syst

emat

ical

ly d

evel

oped

to

ensu

re v

ery

good

pro

visi

on

in a

ll su

bjec

ts a

nd to

mee

t th

e ac

adem

ic a

nd p

erso

nal

deve

lopm

ent n

eeds

of a

lmos

t al

l stu

dent

s.

The

scho

ol c

ondu

cts

regu

lar

revi

ews

and

deve

lops

its

curr

icul

um to

ens

ure

good

pr

ovis

ion

in a

lmos

t all

subj

ects

an

d to

mee

t the

aca

dem

ic

and

pers

onal

dev

elop

men

t ne

eds

of m

ost s

tude

nts.

The

scho

ol c

ondu

cts

perio

dic

revi

ews

and

deve

lops

its

curr

icul

um to

ens

ure

adeq

uate

pr

ovis

ion

in m

ost s

ubje

cts

and

to m

eet t

he a

cade

mic

and

pe

rson

al d

evel

opm

ent n

eeds

of

mos

t stu

dent

s.

The

scho

ol’s

revi

ew o

f its

cu

rric

ulum

is in

suffi

cien

tly

focu

sed

on th

e ac

adem

ic a

nd

pers

onal

dev

elop

men

t nee

ds

of s

tude

nts

in a

ll su

bjec

ts.

The

scho

ol c

ondu

cts

little

or

no

syst

emat

ic re

view

of

its c

urric

ulum

. Pro

visi

on fa

ils

to m

eet t

he a

cade

mic

and

pe

rson

al d

evel

opm

ent n

eeds

of

stu

dent

s.


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The

qua

lity

of

curr

icul

um d

esig

n ill

ustr

ated

bel

ow

w

oul

d b

e ev

alua

ted

as

out

stan

din

g.

• Th

e cu

rric

ulum

has

a c

lear

ratio

nale

bas

ed o

n sh

ared

val

ues.

Its

pr

ogra

mm

es,

cour

ses,

sy

llabi

an

d ac

tiviti

es

prom

ote

chal

leng

e, e

njoy

men

t, re

leva

nce,

coh

eren

ce, p

erso

nalis

atio

n an

d ch

oice

in le

arni

ng f

or a

ll st

uden

ts.

The

curr

icul

um h

as

brea

dth

and

bala

nce

acro

ss a

ll su

bjec

ts a

nd w

ithin

eac

h of

its

var

ious

ele

men

ts.

The

curr

icul

um c

onsi

sten

tly i

nclu

des

crea

tive,

phy

sica

l an

d pr

actic

al e

xper

ienc

es t

o st

reng

then

kn

owle

dge

and

skills

dev

elop

men

t. A

ll ke

y su

bjec

ts a

re g

iven

th

e ap

prop

riate

am

ount

of t

ime.

Stu

dent

s ex

perie

nce

all t

he

mai

n at

trib

utes

of t

he c

urric

ulum

or c

urric

ula

adop

ted

by th

e sc

hool

. S

tatu

tory

req

uire

men

ts a

re f

ully

met

. In

par

ticul

ar,

the

time

allo

cate

d w

ithin

stu

dent

s’ t

imet

able

s fo

r Is

lam

ic

Edu

catio

n an

d fo

r A

rabi

c, e

ither

as

a fir

st o

r as

an

addi

tiona

l la

ngua

ge, m

eets

MoE

requ

irem

ents

.

• Th

e cu

rric

ulum

is

co

mpr

ehen

sive

ly

stru

ctur

ed

to

ensu

re

that

stu

dent

s le

arn

smoo

thly

and

pro

gres

sive

ly t

hrou

gh t

he

care

fully

arr

ange

d sc

ope

and

sequ

ence

of

prog

ram

mes

. P

lann

ing

acro

ss t

he p

hase

s of

edu

catio

n, b

oth

with

in t

he

scho

ol a

nd a

t th

e po

int

whe

n st

uden

ts m

ake

tran

sitio

ns,

prep

ares

stu

dent

s w

ell.

It en

sure

s th

at p

revi

ous

lear

ning

is

take

n in

to a

ccou

nt w

hen

prep

arin

g fo

r ne

w s

tude

nts.

Old

er

stud

ents

are

ver

y w

ell p

repa

red

for

the

wor

ld o

f w

ork

and

furt

her

educ

atio

n.

• Th

e cu

rric

ulum

has

con

side

rabl

e va

riety

of p

rovi

sion

, in

and

out o

f cla

ssro

oms,

that

pro

mot

es a

nd re

spon

ds to

par

ticul

ar

need

s an

d in

tere

sts.

The

re is

a s

igni

fican

t cho

ice

of s

ubje

cts,

es

pec

ially

fo

r o

lder

stu

den

ts,

so t

hat

they

are

ver

y w

ell

pre

par

ed fo

r the

ir ch

osen

car

eers

. Stu

den

ts a

re s

ucce

ssfu

l in

hav

ing

thei

r ch

oice

s m

et.

• C

ross

–cur

ricul

ar

them

es

are

syst

emat

ical

ly

plan

ned

to

ensu

re t

hat

stud

ents

’ sk

ills a

cros

s a

rang

e of

sub

ject

s ar

e de

velo

ped

in

mea

ning

ful

and

inte

rest

ing

cont

exts

. Th

e cu

rric

ulum

pro

vide

s ex

celle

nt o

ppor

tuni

ties

for

inde

pend

ent

lear

ning

, res

earc

h an

d cr

itica

l thi

nkin

g.

• Th

e cu

rric

ulum

is

regu

larly

rev

iew

ed a

nd u

pdat

ed a

s pa

rt

of t

he s

choo

l’s s

elf-

eval

uatio

n pr

oces

s an

d ta

kes

acco

unt

of t

he v

iew

s of

stu

dent

s an

d pa

rent

s. S

taff

refle

ct o

n th

e ra

nge,

qua

lity

and

imp

act

of t

he c

urric

ulum

on

stud

ents

’ ac

adem

ic o

utco

mes

and

the

ir pe

rson

al d

evel

opm

ent.

As

a co

nseq

uenc

e, c

urric

ulum

inno

vatio

n is

wel

l pla

nned

and

en

sure

s th

at th

e ne

eds

and

inte

rest

s of

all s

tude

nts,

incl

udin

g th

ose

with

spe

cial

edu

catio

nal n

eeds

, are

met

.


63

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

curr

icul

um d

esig

n ill

ustr

ated

bel

ow

w

oul

d b

e ev

alua

ted

as

go

od

.

• Th

e cu

rric

ulum

has

a c

lear

rat

iona

le b

ased

on

the

cont

ent

of

the

scho

ol’s

st

ated

cu

rric

ulum

an

d cl

osel

y fo

llow

s its

req

uire

men

ts.

Mos

t of

its

pro

gram

mes

and

act

iviti

es

prom

ote

inte

rest

and

enj

oym

ent

for

stud

ents

. It

is b

road

so

that

stu

dent

s ex

perie

nce

a va

riety

of

subj

ects

and

incl

udes

cr

eativ

e, p

hysi

cal a

nd p

ract

ical

exp

erie

nces

. It

is b

alan

ced

so th

at a

ll su

bjec

ts in

clud

ed, a

nd th

eir

vario

us e

lem

ents

, are

su

ffici

ently

cov

ered

. All k

ey s

ubje

cts

are

give

n th

e ap

prop

riate

am

ount

of

time.

Con

tent

and

act

iviti

es a

re w

ell m

atch

ed t

o th

e ag

e of

the

stu

dent

s an

d th

ere

is a

n ap

prop

riate

foc

us

on th

e de

velo

pmen

t of b

oth

know

ledg

e an

d sk

ills. S

tatu

tory

re

quire

men

ts a

re fu

lly m

et.

• P

lann

ing

acro

ss a

ll ph

ases

of e

duca

tion

with

in t

he s

choo

l is

stru

ctur

ed s

o th

at s

tude

nts

lear

n sy

stem

atic

ally.

The

sco

pe

and

sequ

ence

of

activ

ities

mea

ns t

hat

the

lear

ning

of

mos

t st

uden

ts b

uild

s on

thei

r pre

viou

s kn

owle

dge

and

skills

. Old

er

stud

ents

hav

e a

good

gro

undi

ng fo

r th

e ne

xt p

hase

of t

heir

educ

atio

n w

ithin

sch

ool a

nd b

eyon

d.

• Th

e ra

nge

of s

ubje

cts

offe

red

by t

he c

urric

ulum

allo

ws

a br

oad

enou

gh c

hoic

e fo

r ol

der

stud

ents

to s

tudy

sub

ject

s in

w

hich

the

y ar

e in

tere

sted

, ca

n ac

hiev

e su

cces

s an

d w

hich

m

ay t

ake

them

int

o fu

rthe

r st

udy

or t

he w

orld

of

wor

k.

Stu

dent

s ar

e us

ually

suc

cess

ful i

n ha

ving

thei

r ch

oice

s m

et.

• C

ross

-cur

ricul

ar li

nks

are

care

fully

pla

nned

so

that

stu

dent

s ha

ve a

bro

ad r

ange

of

oppo

rtun

ities

to

deve

lop

key

skills

, su

ch a

s th

ose

in lit

erac

y, n

umer

acy

and

tech

nolo

gy. T

he lin

ks

mad

e in

pla

nnin

g al

so a

llow

goo

d op

port

uniti

es fo

r stu

dent

s to

lea

rn i

ndep

ende

ntly

and

dev

elop

ski

lls o

f re

sear

ch a

nd

criti

cal t

hink

ing.

• Th

e sc

hool

con

duct

s an

ann

ual

revi

ew o

f th

e cu

rric

ulum

, w

hich

invo

lves

sub

ject

lead

ers

and

teac

hers

from

eac

h ye

ar

grou

p. T

he r

evie

w r

eflec

ts o

n th

e co

vera

ge o

f eac

h su

bjec

t, th

e im

pact

of

the

cont

ent

on s

tude

nts’

lear

ning

and

it m

ay

draw

on

feed

back

from

teac

hers

abo

ut s

tude

nt e

ngag

emen

t. C

hang

es t

o th

e cu

rric

ulum

are

, th

eref

ore,

wel

l co

nsid

ered

an

d th

e ne

eds

of m

ost s

tude

nts,

incl

udin

g th

ose

with

spe

cial

ed

ucat

iona

l nee

ds, a

re m

et.


64

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

curr

icul

um d

esig

n ill

ustr

ated

bel

ow

w

oul

d b

e ev

alua

ted

as

acce

pta

ble

.

• Th

e cu

rric

ulum

is

base

d on

a c

lear

rat

iona

le a

nd s

hare

d va

lues

but

it

may

not

ful

ly m

eet

the

scho

ol’s

aim

s. I

t is

ge

nera

lly b

road

and

bal

ance

d ac

ross

all

subj

ects

and

with

in

each

of i

ts v

ario

us e

lem

ents

. The

re is

a s

tron

g em

phas

is o

n th

e de

velo

pmen

t of

kno

wle

dge

but

too

little

foc

us o

n th

e de

velo

pmen

t of s

kills

.

• P

lann

ing

acro

ss t

he p

hase

s of

edu

catio

n, w

ithin

the

sch

ool

and

at t

he p

oint

whe

n st

uden

ts t

rans

fer,

build

s on

pre

viou

s cu

rric

ulum

con

tent

. H

owev

er,

stud

ents

are

not

alw

ays

wel

l pr

epar

ed f

or t

he n

ext

stag

es o

f th

eir

educ

atio

n or

fu

ture

em

ploy

men

t. Th

e sc

ope

and

sequ

ence

of

plan

ned

prog

ram

mes

is

appr

opria

te b

ut p

revi

ous

lear

ning

of

new

st

uden

ts is

not

alw

ays

take

n fu

lly in

to a

ccou

nt.

• O

lder

stu

dent

s ha

ve s

ome

oppo

rtun

ities

to

mak

e ch

oice

s fro

m a

ran

ge o

f cu

rric

ular

opt

ions

tha

t nu

rtur

e th

eir

tale

nts,

ad

dres

s th

eir i

nter

ests

and

mee

t the

ir fu

ture

stu

dy a

nd c

aree

r pa

thw

ay n

eeds

. N

ot a

ll st

uden

ts a

re s

ucce

ssfu

l in

hav

ing

thei

r ch

oice

s m

et.

• Th

ere

may

be

occa

sion

al d

evel

opm

ent

of c

ross

-cur

ricul

ar

links

but

the

se a

re n

ot n

eces

saril

y pl

anne

d. O

ppor

tuni

ties

are

not

alw

ays

take

n to

mak

e us

eful

con

nect

ions

bet

wee

n su

bjec

ts t

o pr

omot

e gr

eate

r co

here

nce

in t

he c

urric

ulum

. O

ppor

tuni

ties

for

inde

pend

ent

lear

ning

, re

sear

ch

and

criti

cal t

hink

ing

may

be

inco

nsis

tent

feat

ures

of t

he p

lann

ed

curr

icul

um.

• Th

e cu

rric

ulum

is

re

gula

rly

revi

ewed

bu

t re

visi

ons

and

adap

tatio

ns a

re n

ot a

lway

s im

plem

ente

d as

a r

esul

t of

thi

s w

ork.

Mos

t st

uden

ts’

need

s, i

nclu

ding

tho

se w

ith s

peci

al

educ

atio

nal

need

s, a

re a

dequ

atel

y m

et i

n te

rms

of t

heir

acad

emic

out

com

es a

nd p

erso

nal d

evel

opm

ent.


65

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

curr

icul

um d

esig

n ill

ustr

ated

bel

ow

is

unl

ikel

y to

be

acce

pta

ble

.

• S

tatu

tory

re

qui

rem

ents

ar

e no

t m

et.

The

curr

icul

um

expe

rienc

ed

by

the

stud

ents

is

no

t pl

anne

d ca

refu

lly

enou

gh a

nd m

ay c

onta

in s

igni

fican

t om

issi

ons

from

the

st

ated

cur

ricul

um.

It m

ay b

e la

rgel

y te

xt b

ook

driv

en.

The

curr

icul

um i

s fo

llow

ed t

oo r

igid

ly w

ith l

ittle

enr

ichm

ent

or

inte

rest

ing

activ

ities

. In

suffi

cien

t co

nsid

erat

ion

is g

iven

in

plan

ning

to d

evel

op, s

tren

gthe

n an

d en

rich

stud

ents

’ lea

rnin

g ex

perie

nces

.

• T

he s

cop

e an

d s

eque

nce

of

pla

nned

pro

gra

mm

es i

s di

sjoi

nted

and

cau

ses

a la

ck o

f co

ntin

uity

in le

arni

ng f

rom

ye

ar-t

o-ye

ar a

nd b

etw

een

phas

es. I

t fai

ls to

mee

t the

nee

ds

of s

tude

nts

with

spe

cial

edu

catio

nal n

eeds

.

• Th

e ch

oice

of s

ubje

cts

is to

o na

rrow

, esp

ecia

lly fo

r the

old

er

stud

ents

. A m

inor

ity o

f stu

dent

s ar

e no

t suc

cess

ful i

n ha

ving

th

eir

choi

ces

met

.

• O

ppor

tuni

ties

are

seld

om t

aken

to

plan

use

ful c

onne

ctio

ns

bet

wee

n su

bje

cts

to

pro

mo

te

gre

ater

co

here

nce

in

the

cur

ricul

um.

Op

po

rtun

ities

fo

r p

rom

otin

g e

ssen

tial

kno

wle

dg

e, u

nder

stan

din

g o

r sk

ills

are

neg

lect

ed.

The

cu

rric

ulum

is u

ndem

andi

ng a

nd p

rovi

des

few

opp

ortu

nitie

s fo

r in

depe

nden

t lea

rnin

g, re

sear

ch a

nd c

ritic

al th

inki

ng.

• Th

ere

is n

o sy

stem

atic

revi

ew.


66

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

4.2

Cur

ricu

lum

ad

apta

tion

Ele

men

ts

4.2.

1 M

od

ifica

tion

of

curr

icul

um t

o m

eet

the

need

s o

f al

l gro

ups

of

stud

ents

4.

2.2

Enh

ance

men

t, e

nter

pri

se a

nd in

nova

tion

4.2.

3 Li

nks

with

Em

irat

i cul

ture

and

UA

E s

oci

ety

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

4.2.

1 M

od

ifica

tion

of

curr

icul

um t

o m

eet

the

need

s o

f al

l gro

ups

of

stud

ents

The

scho

ol is

hig

hly

succ

essf

ul in

ens

urin

g th

at te

ache

rs m

odify

th

e cu

rric

ulum

to m

eet

the

need

s of

all

grou

ps

of s

tude

nts.

The

scho

ol is

ver

y su

cces

sful

in e

nsur

ing

that

teac

hers

mod

ify

the

curr

icul

um to

mee

t th

e ne

eds

of a

ll gr

oups

of

stu

dent

s.

The

scho

ol is

su

cces

sful

in e

nsur

ing

that

teac

hers

mod

ify

the

curr

icul

um to

mee

t th

e ne

eds

of a

lmos

t all

grou

ps o

f stu

dent

s.

The

scho

ol m

akes

ad

equa

te m

odifi

catio

ns

to th

e cu

rric

ulum

to

mee

t the

nee

ds o

f mos

t gr

oups

of s

tude

nts.

The

scho

ol m

akes

few

m

odifi

catio

ns to

the

curr

icul

um. T

he n

eeds

of

mor

e th

an o

ne g

roup

of

stu

dent

s ar

e no

t met

.

The

scho

ol m

akes

no

mod

ifica

tion

to th

e cu

rric

ulum

. The

nee

ds

of s

ever

al g

roup

s of

st

uden

ts a

re n

ot m

et.


67

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

4.2.

2 E

nhan

cem

ent,

ent

erp

rise

and

inno

vatio

n

The

curr

icul

um is

ric

h,

offe

ring

an e

xcel

lent

ra

nge

of o

ppor

tuni

ties

desi

gned

to m

otiv

ate

and

insp

ire a

ll st

uden

ts.

Opp

ortu

nitie

s fo

r en

terp

rise,

inno

vatio

n,

crea

tivity

and

soc

ial

cont

ribut

ion

are

embe

dded

thro

ugh

all

curr

icul

ar a

reas

. A v

ery

wid

e an

d st

imul

atin

g pr

ogra

mm

e of

ext

ra-

curr

icul

ar a

ctiv

ities

w

ithin

and

out

side

the

scho

ol s

igni

fican

tly

enha

nces

stu

dent

s’

acad

emic

and

per

sona

l de

velo

pmen

t.

The

curr

icul

um is

im

agin

ativ

e, o

fferin

g a

very

wid

e ra

nge

of

oppo

rtun

ities

des

igne

d to

mot

ivat

e al

mos

t all

stud

ents

. Opp

ortu

nitie

s fo

r en

terp

rise,

in

nova

tion,

cre

ativ

ity

and

soci

al c

ontr

ibut

ion

are

prov

ided

thro

ugh

alm

ost a

ll cu

rric

ular

ar

eas.

A w

ide

prog

ram

me

of e

xtra

-cu

rric

ular

act

iviti

es

with

in a

nd o

utsi

de th

e sc

hool

sig

nific

antly

en

hanc

es s

tude

nts’

ac

adem

ic a

nd p

erso

nal

deve

lopm

ent.

The

curr

icul

um is

in

tere

stin

g, o

fferin

g a

rang

e of

opp

ortu

nitie

s de

sign

ed to

mot

ivat

e m

ost s

tude

nts.

O

ppor

tuni

ties

for

ente

rpris

e, in

nova

tion,

cr

eativ

ity a

nd s

ocia

l co

ntrib

utio

n ar

e pr

ovid

ed th

roug

h m

ost c

urric

ular

are

as.

A v

arie

ty o

f ext

ra-

curr

icul

ar a

ctiv

ities

an

d co

mm

unity

link

s en

hanc

es s

tude

nts’

ac

adem

ic a

nd p

erso

nal

deve

lopm

ent.

The

curr

icul

um

is fu

nctio

nal a

nd

desi

gned

to e

ngag

e th

e m

ajor

ity o

f stu

dent

s.

Opp

ortu

nitie

s fo

r en

terp

rise,

inno

vatio

n,

crea

tivity

and

soc

ial

cont

ribut

ion

may

be

limite

d or

inco

nsis

tent

ac

ross

cur

ricul

ar a

reas

. A

n ap

prop

riate

ran

ge o

f ex

tra-

curr

icul

ar a

ctiv

ities

an

d co

mm

unity

link

s be

nefit

s st

uden

ts’

acad

emic

and

per

sona

l de

velo

pmen

t.

The

curr

icul

um is

un

imag

inat

ive.

The

re

are

few

opp

ortu

nitie

s fo

r en

terp

rise,

in

nova

tion,

cre

ativ

ity o

r so

cial

con

trib

utio

n, a

nd

a m

inor

ity o

f stu

dent

s is

di

seng

aged

. The

re is

a

limite

d ra

nge

of e

xtra

-cu

rric

ular

act

iviti

es

and

com

mun

ity li

nks,

w

ith li

ttle

impa

ct o

n st

uden

ts’ a

cade

mic

and

pe

rson

al d

evel

opm

ent.

The

curr

icul

um is

dul

l an

d na

rrow

. The

re a

re

no o

ppor

tuni

ties

for

ente

rpris

e, in

nova

tion

or c

reat

ivity

, and

a

sign

ifica

nt m

inor

ity o

f st

uden

ts is

dis

enga

ged.

Th

ere

are

few

ext

ra-

curr

icul

ar a

ctiv

ities

an

d no

est

ablis

hed

com

mun

ity li

nks.

4.2.

3 L

inks

with

Em

irat

i cul

ture

and

UA

E s

oci

ety

Inno

vativ

e an

d co

here

nt

lear

ning

exp

erie

nces

ar

e em

bedd

ed th

roug

h al

l asp

ects

of t

he

curr

icul

um to

ena

ble

all s

tude

nts

to d

evel

op

exce

llent

und

erst

andi

ng

of th

e U

AE

’s c

ultu

re a

nd

soci

ety.

Coh

eren

t lea

rnin

g ex

perie

nces

are

em

bedd

ed th

roug

h al

mos

t all

aspe

cts

of

the

curr

icul

um to

ena

ble

all s

tude

nts

to d

evel

op

broa

d un

ders

tand

ing

of

the

UA

E’s

cul

ture

and

so

ciet

y.

App

ropr

iate

lear

ning

ex

perie

nces

are

in

tegr

ated

thro

ugh

mos

t asp

ects

of t

he

curr

icul

um to

ena

ble

all s

tude

nts

to d

evel

op

clea

r un

ders

tand

ing

of th

e U

AE

’s v

alue

s,

cultu

re a

nd s

ocie

ty.

Som

e ap

prop

riate

le

arni

ng e

xper

ienc

es

are

prov

ided

to

deve

lop

stud

ents

’ un

ders

tand

ing

of th

e U

AE

’s c

ultu

re a

nd

soci

ety

but t

hese

are

no

t ful

ly in

tegr

ated

into

th

e cu

rric

ulum

.

Ther

e ar

e lim

ited

oppo

rtun

ities

for

stud

ents

to d

evel

op

thei

r un

ders

tand

ing

of

the

UA

E’s

cul

ture

and

so

ciet

y.

Ther

e is

litt

le

ackn

owle

dgem

ent

of E

mira

ti cu

lture

an

d lit

tle is

don

e to

pr

omot

e st

uden

ts’

unde

rsta

ndin

g of

it.


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ab E

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-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

curr

icul

um a

dap

tatio

n ill

ustr

ated

b

elo

w w

oul

d b

e ev

alua

ted

as

out

stan

din

g.

• Th

e cu

rric

ulum

is e

ffect

ivel

y pl

anne

d to

pro

vide

stim

ulat

ing

lear

ning

opp

ortu

nitie

s fo

r all g

roup

s of

stu

dent

s. It

is d

esig

ned

and

mod

ified

as

nece

ssar

y to

ens

ure

the

full

enga

gem

ent

and

chal

leng

e fo

r st

uden

ts o

f all

abilit

ies,

incl

udin

g st

uden

ts

with

spe

cial

edu

catio

nal n

eeds

, low

att

aine

rs a

nd E

arly

Yea

rs

child

ren

with

Ara

bic

as a

firs

t lan

guag

e.

• Th

e cu

rric

ulum

is

intr

insi

cally

int

eres

ting,

mot

ivat

ing

and

dive

rse.

The

re is

con

side

rabl

e fle

xibi

lity

and

inno

vatio

n in

the

plan

ning

of

the

curr

icul

um t

hat

allo

ws

indi

vidu

al s

tude

nts

to l

earn

in

thei

r ow

n w

ays

and

at t

heir

own

spee

ds,

and

so a

chie

ve a

cade

mic

ally

and

per

sona

lly.

Opp

ortu

nitie

s to

ex

tend

stu

dent

s’ a

spira

tions

and

exp

erie

nces

are

rou

tinel

y bu

ilt in

to th

e cu

rric

ulum

. As

a re

sult,

they

gai

n a

wel

l-rou

nded

ed

ucat

ion.

Stu

den

ts h

ave

man

y op

por

tuni

ties

to e

ngag

e in

act

iviti

es t

hat

pro

mot

e en

terp

rise,

inno

vatio

n, c

reat

ivity

an

d s

oci

al c

ont

ribut

ion

acro

ss t

he c

urric

ulum

. T

hro

ugh

a st

rong

sen

se o

f the

sch

ool’s

sha

red

curr

icul

ar v

alue

s an

d ca

refu

lly p

lann

ed o

pp

ort

uniti

es t

o w

ork

with

the

lo

cal

com

mun

ity,

stud

ents

are

cre

ativ

e an

d en

terp

risin

g. A

wid

e ra

nge

of s

ocia

l, cu

ltura

l, sc

ient

ific

and

athl

etic

ext

ra c

urric

ular

ac

tiviti

es,

acro

ss a

ll ph

ases

allo

ws

stud

ents

to

exte

nd t

heir

lear

ning

and

inte

rest

s. T

he s

choo

l ens

ures

as

man

y st

uden

ts

as p

ossi

ble

bene

fit fr

om a

cces

sing

ext

ra c

urric

ular

act

iviti

es

and

that

bar

riers

to p

artic

ipat

ion

are

min

imis

ed.

The

scho

ol

know

s st

uden

ts w

ho a

re r

eluc

tant

to

part

icip

ate

in e

xtra

-cu

rric

ular

act

iviti

es a

nd t

akes

ste

ps t

o en

sure

tha

t th

eir

lear

ning

exp

erie

nces

are

not

com

prom

ised

. S

tude

nts

are

frequ

ently

inv

olve

d in

a r

ange

of

activ

ities

tha

t se

rve

the

com

mun

ity.

• Th

e cu

rric

ulum

incl

udes

inte

rest

ing

and

rele

vant

pro

gram

mes

w

hich

dev

elop

stu

den

ts’

know

led

ge,

und

erst

and

ing

and

appr

ecia

tion

of th

e he

ritag

e of

the

UA

E. T

his

incl

udes

Em

irati

trad

itio

ns,

cultu

re a

nd t

he v

alue

s w

hich

inf

luen

ce U

AE

so

ciet

y.


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d Ar

ab E

mir

ates

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hool

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ectio

n Fr

amew

ork

2015

-201

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The

qua

lity

of

curr

icul

um a

dap

tatio

n ill

ustr

ated

b

elo

w w

oul

d b

e ev

alua

ted

as

go

od

.

• Th

e cu

rric

ulum

has

effe

ctiv

e ad

apta

tions

. P

rogr

amm

es

have

bee

n pl

anne

d to

incl

ude

wor

k w

ith s

uffic

ient

cha

lleng

e to

mee

t th

e ne

eds

of m

ost

stud

ents

, in

clud

ing

thos

e w

ith

spec

ial e

duca

tiona

l nee

ds,

and

to e

nabl

e th

em t

o de

velo

p pe

rson

ally

and

aca

dem

ical

ly.

• Th

e pr

ogra

mm

es w

ithin

the

cur

ricul

um a

re p

lann

ed s

o th

at

the

sequ

ence

and

tim

ing

of t

he c

onte

nt m

aint

ains

mos

t st

uden

ts’

inte

rest

. S

tude

nts

have

opp

ortu

nitie

s to

eng

age

in a

ctiv

ities

tha

t pr

omot

e en

terp

rise,

inn

ovat

ion,

cre

ativ

ity

and

soci

al c

ontr

ibut

ion

acro

ss t

he c

urric

ulum

. Th

e ac

tiviti

es

plan

ned

are

mai

nly

imag

inat

ive.

The

se e

ngag

e m

ost s

tude

nts

and

enha

nce

thei

r le

arni

ng.

The

varie

ty o

f ex

tra-

curr

icul

ar

activ

ities

incl

udes

a b

road

-eno

ugh

rang

e fo

r mos

t stu

dent

s to

se

lect

one

whi

ch m

eets

thei

r nee

ds o

r is

of p

artic

ular

inte

rest

. Th

e sc

hool

tak

es s

ome

step

s to

ens

ure

stud

ents

ben

efit

from

ext

ra-c

urric

ular

act

iviti

es.

It m

ay n

ot k

now

all

stud

ents

w

ho n

ever

/sel

dom

acc

ess

extr

a-cu

rric

ular

act

iviti

es a

nd t

he

reas

ons

for

this

. Th

ere

are

ampl

e pl

anne

d op

port

uniti

es f

or

mos

t st

uden

ts t

o en

gage

with

pro

ject

s in

volv

ing

the

loca

l co

mm

unity

. The

se in

clud

e p

roje

cts

whi

ch re

sult

in b

enefi

ts

for

both

the

com

mun

ity g

roup

and

the

stu

dent

s’ a

cade

mic

an

d pe

rson

al d

evel

opm

ent.

• T

he c

urric

ulum

inc

lud

es p

rog

ram

mes

whi

ch d

evel

op

stud

ents

’ kno

wle

dge,

und

erst

andi

ng a

nd a

ppre

ciat

ion

of th

e he

ritag

e of

the

UA

E. T

his

incl

udes

Em

irati

trad

ition

s, c

ultu

re

and

the

valu

es th

at in

fluen

ce U

AE

soc

iety

.


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d Ar

ab E

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ates

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-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

curr

icul

um a

dap

tatio

n ill

ustr

ated

b

elo

w w

oul

d b

e ev

alua

ted

as

acce

pta

ble

.

• Th

e cu

rric

ulum

is p

lann

ed a

ppro

pria

tely

to m

eet t

he le

arni

ng

need

s of

mos

t st

uden

ts.

Ther

e is

som

e re

cogn

ition

of

the

diffe

rent

abi

litie

s an

d le

arni

ng n

eeds

of s

tude

nts,

par

ticul

arly

th

ose

with

spe

cial

edu

catio

nal

need

s, l

ow a

ttai

ners

, an

d ea

rly y

ears

chi

ldre

n w

ith A

rabi

c as

a fi

rst l

angu

age.

The

sam

e cu

rric

ulum

may

be

appl

ied

too

rigor

ousl

y to

all

stud

ents

.

• Th

e cu

rric

ulum

is

larg

ely

driv

en b

y th

e te

xtb

ooks

. N

ot

enou

gh c

onsi

dera

tion

is g

iven

in

plan

ning

to

dive

rsify

and

en

rich

stud

ents

’ ex

perie

nces

in

orde

r to

str

engt

hen

thei

r le

arni

ng.

Stu

dent

s ha

ve

few

op

port

uniti

es

to

enga

ge

in

activ

ities

tha

t p

rom

ote

ente

rpris

e, i

nnov

atio

n, c

reat

ivity

an

d so

cial

con

trib

utio

n ac

ross

the

cur

ricul

um.

The

scho

ol

is a

war

e of

its

pla

ce i

n th

e co

mm

unity

but

mak

es l

imite

d us

e of

its

sur

roun

ding

s to

enh

ance

the

cur

ricul

um.

Vis

its

and

othe

r ac

tiviti

es a

re o

rgan

ised

but

not

alw

ays

effe

ctiv

ely

inte

grat

ed w

ith t

he le

arni

ng e

xper

ienc

e. T

here

is o

ccas

iona

l co

llabo

ratio

n w

ith lo

cal b

usin

esse

s. S

tude

nts

are

som

etim

es

invo

lved

in

a ra

nge

of a

ctiv

ities

tha

t se

rve

the

com

mun

ity.

Ext

ra-c

urric

ular

act

iviti

es o

ccur

fro

m t

ime

to t

ime

in m

ost

phas

es.

Par

ticip

atio

n by

stu

dent

s m

ay b

e lim

ited

and

the

scho

ol h

as ta

ken

few

effe

ctiv

e st

eps

to im

prov

e up

take

or t

o fin

d ou

t the

reas

ons

why

stu

dent

s do

not

par

ticip

ate.

• E

ach

ed

uca

tio

nal

ph

ase

has

on

e o

r tw

o c

urr

icu

lum

p

rog

ram

mes

w

hic

h

dev

elo

p

stu

den

ts’

kno

wle

dg

e,

unde

rsta

ndin

g an

d ap

prec

iatio

n of

the

herit

age

of th

e U

AE

.

The

qua

lity

of

curr

icul

um a

dap

tatio

n ill

ustr

ated

b

elo

w is

unl

ikel

y to

be

acce

pta

ble

.

• Th

e cu

rric

ulum

fai

ls t

o ca

ter

adeq

uate

ly f

or t

he e

duca

tiona

l ne

eds

and

pers

onal

dev

elop

men

t of

all

grou

ps o

f stu

dent

s,

part

icul

arly

stu

dent

s w

ith s

peci

al e

duca

tiona

l ne

eds,

low

at

tain

ers

and

early

yea

rs c

hild

ren

with

Ara

bic

as a

firs

t la

ngua

ge.

The

choi

ce o

f su

bjec

ts is

too

nar

row

, es

peci

ally

fo

r ol

der

stud

ents

.

• O

pp

ort

un

itie

s fo

r p

rom

oti

ng

es

sen

tial

kn

ow

led

ge,

un

ders

tand

ing

or s

kills

are

neg

lect

ed.

Stu

dent

s ha

ve to

o fe

w

oppo

rtun

ities

to e

ngag

e in

act

iviti

es th

at p

rom

ote

ente

rpris

e,

inno

vatio

n, c

reat

ivity

and

so

cial

co

ntrib

utio

n ac

ross

the

cu

rric

ulum

. Th

ere

are

few

pro

duc

tive

links

with

loca

l and

w

ider

com

mun

ities

and

few

ext

ra-c

urric

ular

act

iviti

es. T

hese

m

ay o

nly

be

avai

lab

le to

a p

artic

ular

pha

se o

r ge

nder

. The

sc

hool

has

litt

le k

now

ledg

e ab

out

upta

ke b

y st

uden

ts a

nd

has

not t

aken

ste

ps to

iden

tify

barr

iers

to p

artic

ipat

ion.

• Th

ere

are

few

op

por

tuni

ties

for

stud

ents

to

dev

elop

the

ir kn

owle

dge,

und

erst

andi

ng a

nd a

ppre

ciat

ion

of th

e he

ritag

e,

cultu

re a

nd th

e va

lues

of t

he U

AE

.


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d Ar

ab E

mir

ates

Sc

hool

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n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

5. The

pro

tectio

n, care

, g

uid

ance

and

sup

po

rt o

f stu

de

nts

5.1

Hea

lth a

nd s

afet

y, in

clud

ing

arr

ang

emen

ts f

or

child

pro

tect

ion

/ sa

feg

uard

ing

E

lem

ents

5.1.

1 C

are,

wel

fare

and

saf

egua

rdin

g o

f st

uden

ts, i

nclu

din

g c

hild

pro

tect

ion

5.1.

2 A

rran

gem

ents

to

ens

ure

heal

th, s

afet

y an

d s

ecur

ity5.

1.3

Qua

lity

of

mai

nten

ance

and

rec

ord

kee

pin

g5.

1.4

Sui

tab

ility

of

pre

mis

es a

nd f

acili

ties

for

all s

tud

ents

, inc

lud

ing

tho

se w

ith s

pec

ial e

duc

atio

nal n

eed

s5.

1.5

Pro

visi

on

for,

and

pro

mo

tion

of,

saf

e an

d h

ealth

y lif

esty

les

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

5.1.

1 C

are,

wel

fare

and

saf

egua

rdin

g o

f st

uden

ts, i

nclu

din

g c

hild

pro

tect

ion.

The

scho

ol h

as

rigor

ous

proc

edur

es

for

the

safe

guar

ding

of

stud

ents

incl

udin

g ch

ild

prot

ectio

n. A

ll st

aff,

stud

ents

and

par

ents

ar

e fu

lly a

war

e of

thes

e.

The

scho

ol is

hig

hly

effe

ctiv

e in

pro

tect

ing

stud

ents

from

abu

se,

incl

udin

g bu

llyin

g an

d vi

a th

e in

tern

et a

nd

soci

al m

edia

.

The

scho

ol h

as

rigor

ous

proc

edur

es

for

the

safe

guar

ding

of

stud

ents

incl

udin

g ch

ild

prot

ectio

n. A

ll st

aff,

stud

ents

and

par

ents

ar

e fu

lly a

war

e of

thes

e.

The

scho

ol is

ver

y ef

fect

ive

in p

rote

ctin

g st

uden

ts fr

om a

ll fo

rms

of a

buse

, inc

ludi

ng

bully

ing

and

via

the

inte

rnet

and

soc

ial

med

ia.

The

scho

ol h

as

effe

ctiv

e pr

oced

ures

fo

r th

e sa

fegu

ardi

ng o

f st

uden

ts in

clud

ing

child

pr

otec

tion.

All

staf

f, st

uden

ts a

nd p

aren

ts

are

awar

e of

thes

e.

The

scho

ol is

effe

ctiv

e in

pro

tect

ing

stud

ents

fro

m a

ll fo

rms

of a

buse

, in

clud

ing

bully

ing

and

via

the

inte

rnet

and

so

cial

med

ia.

The

scho

ol h

as

adeq

uate

form

al

proc

edur

es fo

r th

e sa

fegu

ardi

ng o

f st

uden

ts in

clud

ing

child

pr

otec

tion.

Mos

t sta

ff,

stud

ents

and

par

ents

ar

e aw

are

of th

ese.

The

sc

hool

take

s ad

equa

te

step

s to

pro

tect

st

uden

ts fr

om a

ll fo

rms

of a

buse

, inc

ludi

ng

bully

ing

and

via

the

inte

rnet

and

soc

ial

med

ia.

The

scho

ol h

as m

inim

al

form

al p

roce

dure

s fo

r th

e sa

fegu

ardi

ng

of s

tude

nts

incl

udin

g ch

ild p

rote

ctio

n. S

taff,

st

uden

ts a

nd p

aren

ts

are

not a

war

e of

thes

e.

The

scho

ol is

inef

fect

ive

in p

rote

ctin

g st

uden

ts

from

all

form

s of

abu

se,

incl

udin

g bu

llyin

g an

d vi

a th

e in

tern

et a

nd

soci

al m

edia

.

The

scho

ol h

as n

o pr

oced

ures

for

the

safe

guar

ding

of

stud

ents

incl

udin

g ch

ild

prot

ectio

n.


73

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

5.1.

2 A

rran

gem

ents

to

ens

ure

heal

th, s

afet

y an

d s

ecur

ity

The

scho

ol c

onsi

sten

tly

prov

ides

a fu

lly s

afe,

hy

gien

ic a

nd s

ecur

e en

viro

nmen

t for

st

uden

ts a

nd s

taff.

S

afet

y ch

ecks

are

fre

quen

t and

rig

orou

s.

Sup

ervi

sion

of s

tude

nts

is e

xcep

tiona

lly e

ffect

ive

at a

ll tim

es.

The

scho

ol p

rovi

des

a ve

ry s

afe,

hyg

ieni

c an

d se

cure

env

ironm

ent

for

stud

ents

and

sta

ff.

Saf

ety

chec

ks a

re

frequ

ent a

nd th

orou

gh.

Sup

ervi

sion

of s

tude

nts

is h

ighl

y ef

fect

ive

at a

ll tim

es.

The

scho

ol p

rovi

des

a sa

fe, h

ygie

nic

and

secu

re e

nviro

nmen

t fo

r st

uden

ts a

nd s

taff.

S

afet

y ch

ecks

are

re

gula

r an

d th

orou

gh.

Sup

ervi

sion

of s

tude

nts

is v

ery

effe

ctiv

e,

incl

udin

g on

sch

ool

tran

spor

t.

The

scho

ol m

eets

the

gene

ral r

equi

rem

ents

for

mai

ntai

ning

the

heal

th

and

safe

ty o

f stu

dent

s an

d st

aff.

Saf

ety

chec

ks

are

regu

lar.

Sup

ervi

sion

of

stu

dent

s is

effe

ctiv

e,

incl

udin

g on

sch

ool

tran

spor

t.

The

scho

ol’s

ar

rang

emen

ts to

ens

ure

the

heal

th, s

afet

y an

d se

curit

y of

stu

dent

s an

d st

aff a

re in

effe

ctiv

e.

Saf

ety

chec

ks a

re

irreg

ular

and

lack

rig

our.

Sup

ervi

sory

pr

oced

ures

are

wea

k or

in

cons

iste

nt.

The

scho

ol d

oes

not

prov

ide

a sa

fe, h

ygie

nic

and

secu

re e

nviro

nmen

t fo

r st

uden

ts a

nd

staf

f. S

afet

y ch

ecks

ar

e in

adeq

uate

. S

uper

visi

on o

f stu

dent

s is

inef

fect

ive.

Sta

ff an

d/or

stu

dent

s ar

e no

t fa

milia

r w

ith e

mer

genc

y pr

oced

ures

.

5.1.

3 Q

ualit

y o

f m

aint

enan

ce a

nd r

eco

rd k

eep

ing

Bui

ldin

gs a

nd

equi

pmen

t are

m

aint

aine

d in

exc

elle

nt

cond

ition

. The

sch

ool

mai

ntai

ns v

ery

deta

iled

and

secu

re re

cord

s,

incl

udin

g re

cord

s of

inci

dent

s an

d su

bseq

uent

act

ions

.

Bui

ldin

gs a

nd

equi

pmen

t are

ver

y w

ell m

aint

aine

d. T

he

scho

ol m

aint

ains

co

mpr

ehen

sive

and

se

cure

reco

rds,

in

clud

ing

reco

rds

of in

cide

nts

and

subs

eque

nt a

ctio

ns.

Bui

ldin

gs a

nd

equi

pmen

t are

wel

l m

aint

aine

d. T

he s

choo

l m

aint

ains

acc

urat

e an

d se

cure

reco

rds,

in

clud

ing

reco

rds

of in

cide

nts

and

subs

eque

nt a

ctio

ns.

Bui

ldin

gs a

nd

equi

pmen

t are

m

aint

aine

d in

sou

nd

repa

ir. T

he s

choo

l m

aint

ains

sec

ure

reco

rds,

incl

udin

g re

cord

s of

inci

dent

s an

d su

bseq

uent

act

ions

.

Som

e pa

rts

of

build

ings

or

equi

pmen

t ar

e un

safe

and

/or

unhy

gien

ic. T

he s

choo

l m

aint

ains

reco

rds

but t

hese

may

be

diso

rgan

ised

or

not

secu

red.

Lack

of m

aint

enan

ce

and

atte

ntio

n to

hyg

iene

an

d sa

fety

put

stu

dent

s at

ris

k. T

he s

choo

l’s

reco

rd k

eepi

ng is

hig

hly

diso

rgan

ised

and

inef

-fe

ctiv

e.

5.1.

4 S

uita

bili

ty o

f p

rem

ises

and

fac

ilitie

s fo

r al

l stu

den

ts, i

nclu

din

g t

hose

with

sp

ecia

l ed

ucat

iona

l nee

ds

The

scho

ol’s

pre

mis

es

and

faci

litie

s pr

ovid

e an

exc

elle

nt p

hysi

cal

envi

ronm

ent,

whi

ch

mee

ts th

e le

arni

ng

need

s of

all.

The

prem

ises

and

fa

cilit

ies

prov

ide

a sa

fe

and

secu

re p

hysi

cal

envi

ronm

ent t

hat i

s ve

ry w

ell s

uite

d to

the

lear

ning

nee

ds o

f all.

The

prem

ises

and

fa

cilit

ies

prov

ide

a sa

fe

and

incl

usiv

e ph

ysic

al

envi

ronm

ent w

hich

m

eets

the

need

s of

all.

The

prem

ises

and

fa

cilit

ies

prov

ide

a sa

fe

phys

ical

env

ironm

ent

that

is fi

t for

pur

pose

fo

r al

l.

Som

e as

pect

s of

th

e sc

hool

pre

mis

es

and

faci

litie

s do

not

m

eet t

he n

eeds

of

all s

tude

nts

and

may

im

pede

lear

ning

.

Man

y fe

atur

es o

f the

pr

emis

es a

nd fa

cilit

ies

are

inad

equa

te a

nd

impe

de le

arni

ng.

5.1.

5 P

rovi

sio

n fo

r an

d p

rom

otio

n o

f sa

fe a

nd h

ealth

y lif

esty

les

The

scho

ol’s

pro

mot

ion

of s

afe

and

heal

thy

livin

g is

suc

cess

ful.

It is

giv

en a

hig

h pr

ofile

an

d cl

early

influ

ence

s al

l as

pect

s of

sch

ool l

ife.

The

scho

ol’s

pro

mot

ion

of s

afe

and

heal

thy

livin

g is

ver

y ef

fect

ive.

It

perm

eate

s al

mos

t all

aspe

cts

of s

choo

l life

.

The

scho

ol’s

pro

mot

ion

of s

afe

and

heal

thy

livin

g is

sys

tem

atic

ally

bu

ilt in

to m

ost a

spec

ts

of s

choo

l life

.

The

scho

ol p

rom

otes

sa

fe a

nd h

ealth

y liv

ing

alth

ough

this

may

not

be

sys

tem

atic

.

The

scho

ol d

oes

little

to

pro

mot

e sa

fe a

nd

heal

thy

livin

g.

The

scho

ol g

ives

ver

y lit

tle a

tten

tion

to th

e pr

omot

ion

of s

afe

and

heal

thy

livin

g.


74

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

heal

th a

nd s

afet

y, in

clud

ing

ar

rang

emen

ts f

or

child

pro

tect

ion

/ sa

feg

uard

ing

, ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• C

hild

pro

tect

ion

/ sa

fegu

ard

ing

arra

ngem

ents

are

defi

ned

clea

rly in

a w

ritte

n po

licy

and

wel

l-und

erst

ood

by s

tude

nts,

st

aff a

nd p

aren

ts. T

he s

choo

l has

ver

y ef

fect

ive

arra

ngem

ents

to

pro

tect

stu

dent

s fro

m a

ll fo

rms

of v

erba

l, ph

ysic

al a

nd

emot

iona

l/psy

chol

ogic

al a

buse

and

bul

lyin

g, i

nclu

ding

by

staf

f an

d by

oth

er s

tude

nts,

and

via

the

inte

rnet

and

soc

ial

med

ia.

Sta

ff de

al s

ensi

tivel

y an

d ef

fect

ivel

y w

ith s

tude

nts’

ne

eds

and

conc

erns

. The

trai

ning

of a

ll st

aff i

n sa

fegu

ardi

ng

stud

ents

, the

mse

lves

and

oth

er s

taff

mem

bers

is re

gula

r and

th

orou

gh.

Ther

e is

an

accu

rate

cen

tral

reg

iste

r of

all

adul

ts

who

wor

k in

, or

are

invo

lved

in th

e sc

hool

. Cyb

er s

afet

y an

d en

surin

g pr

actic

al s

teps

to

prev

ent

abus

e of

stu

dent

s ar

e hi

gh o

n th

e sc

hool

’s a

gend

a.

• Th

ere

are

very

effe

ctiv

e po

licie

s an

d pr

oced

ures

in p

lace

to

ensu

re t

hat

stud

ents

are

saf

e. T

hese

are

rev

iew

ed r

egul

arly

an

d al

l st

aff

rece

ive

frequ

ent

trai

ning

to

brie

f th

em a

bout

up

date

s or

cha

nges

to p

olic

y. S

taff

fully

und

erst

and

thei

r rol

es

and

resp

onsi

bilit

ies

in e

nsur

ing

heal

th a

nd s

afet

y. T

horo

ugh

mea

sure

s ar

e in

pl

ace

to

max

imis

e th

e pr

otec

tion

for

stud

ents

incl

udin

g, fo

r ex

ampl

e, v

ery

effic

ient

arr

ange

men

ts

for

scho

ol t

rans

port

. S

tude

nts

stat

e th

at t

hey

feel

ver

y sa

fe

in t

he s

choo

l. Th

e sc

hool

con

duct

s a

thor

ough

ris

k an

alys

is

and

asse

ssm

ent

whe

n pl

anni

ng f

or s

tude

nts

to e

ngag

e in

an

y ac

tiviti

es,

such

as

spor

ts o

r ed

ucat

iona

l vi

sits

, w

hich

ta

ke p

lace

out

side

sch

ool.

Pot

entia

l ris

ks a

re r

ecor

ded

and

miti

gatin

g ac

tion

is t

aken

to

ensu

re s

tude

nts’

saf

ety.

The

sc

hool

mee

ts a

ll le

gal a

nd re

gula

tory

requ

irem

ents

, inc

ludi

ng

emer

genc

y ev

acua

tion

drills

.

• C

ompr

ehen

sive

rec

ords

are

kep

t of

reg

ular

and

rou

tine

fire

drills

, eva

cuat

ion

proc

edur

es a

nd o

ther

inci

dent

s, w

ith c

lear

ly

stat

ed a

ctio

n ta

ken,

to

prev

ent

thei

r re

curr

ence

. M

edic

al

staf

f ar

e vi

gila

nt i

n th

eir

care

of

stud

ents

. R

outin

e ch

ecks

ar

e ca

rrie

d ou

t an

d de

taile

d re

cord

s ke

pt.

Rel

evan

t m

edic

al

info

rmat

ion

is s

hare

d w

ith s

taff

in t

he s

choo

l in

a sy

stem

atic

w

ay to

ens

ure

stud

ents

’ med

ical

car

e at

all

times

whi

lst t

hey

are

wor

king

with

diff

eren

t sch

ool s

taff.

Med

icat

ion

is k

ept i

n a

lock

ed r

oom

or

cabi

net

and

all s

taff

are

wel

l inf

orm

ed a

bout

ho

w a

nd b

y w

hom

it c

an b

e ad

min

iste

red.

• Th

e sc

hool

pre

mis

es, e

quip

men

t and

reso

urce

s ar

e ex

celle

nt

and

very

wel

l sui

ted

to th

e ed

ucat

iona

l nee

ds o

f all

stud

ents

, in

clud

ing

thos

e w

ith s

peci

al e

duca

tiona

l nee

ds a

nd c

hild

ren

in th

e ea

rly y

ears

pha

se. T

hey

ensu

re th

at s

tude

nts

are

safe

at

all

times

whi

lst p

artic

ipat

ing

in a

wid

e ra

nge

of c

halle

ngin

g an

d m

otiv

atin

g ed

ucat

iona

l exp

erie

nces

.


75

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

• H

ealth

y liv

ing

is s

yste

mat

ical

ly b

uilt

into

and

pro

mot

ed in

all

aspe

cts

of s

choo

l life

. S

choo

l mea

ls a

nd s

nack

s pr

ovid

ed

by th

e sc

hool

are

con

sist

ent w

ith th

e sc

hool

’s p

olic

y on

the

prom

otio

n of

hea

lthy

choi

ces.

The

sch

ool

prov

ides

ver

y go

od a

dvic

e to

stu

dent

s an

d th

eir

pare

nts

on fo

od c

hoic

es

and

offe

rs a

bro

ad a

nd r

egul

ar p

rogr

amm

e fo

r ph

ysic

al

educ

atio

n an

d s

por

t to

pro

mot

e he

alth

y liv

ing.

Ver

y go

od

mea

sure

s ar

e ta

ken

to p

rovi

de r

easo

nabl

e pr

otec

tion

from

th

e su

n, in

clud

ing

shad

ing,

hea

dwea

r an

d re

ady

acce

ss t

o fre

sh d

rinki

ng w

ater

.

The

qua

lity

of

heal

th a

nd s

afet

y, in

clud

ing

ar

rang

emen

ts f

or

child

pro

tect

ion

/ sa

feg

uard

ing

ill

ustr

ated

bel

ow

, wo

uld

be

eval

uate

d a

s g

oo

d.

• A

ll st

aff

know

how

to

safe

guar

d st

uden

ts,

them

selv

es a

nd

othe

r st

aff

mem

bers

and

the

pro

cedu

res

to f

ollo

w i

f an

is

sue

of c

hild

pro

tect

ion

aris

es.

Stu

dent

s fe

el s

afe

and

are

confi

dent

to re

port

any

con

cern

s to

an

adul

t in

scho

ol. T

he

scho

ol c

lear

ly c

omm

unic

ates

its

polic

ies

and

proc

edur

es to

st

aff,

pare

nts

and

stud

ents

, in

clud

ing

thos

e fo

r pr

otec

ting

stud

ents

from

bul

lyin

g an

d po

tent

ial d

ange

rs o

f the

inte

rnet

an

d so

cial

med

ia. P

olic

ies

are

revi

ewed

regu

larly

and

all

staf

f re

ceiv

e fre

quen

t tr

aini

ng a

bout

upd

ates

or

chan

ges.

The

re

is a

n ac

cura

te c

entr

al r

egis

ter

of a

ll ad

ults

who

wor

k or

are

in

volv

ed in

the

scho

ol.

• Th

e sc

hool

und

erta

kes

a ca

refu

l ris

k an

alys

is a

nd a

sses

smen

t w

hen

plan

ning

for

stud

ents

to e

ngag

e in

any

act

iviti

es, s

uch

as s

port

s or

edu

catio

nal

visi

ts,

whi

ch t

ake

plac

e ou

tsid

e sc

hool

. P

oten

tial

risks

are

rec

orde

d an

d st

aff

take

ste

ps

to e

nsur

e st

uden

ts’

safe

ty.

The

scho

ol c

ondu

cts

regu

lar,

thor

ough

che

cks

on t

he a

ccom

mod

atio

n an

d pr

emis

es t

o en

sure

tha

t an

y da

nger

s ar

e no

ted

and

swift

ly a

ddre

ssed

. S

tude

nts

are

alw

ays

prop

erly

sup

ervi

sed

arou

nd t

he s

choo

l an

d on

sch

ool t

rans

port

to

ensu

re t

heir

safe

ty.

The

scho

ol

mee

ts

all

lega

l an

d re

gula

tory

re

quire

men

ts,

incl

udin

g em

erge

ncy

evac

uatio

n dr

ills.

• A

ny in

cid

ents

affe

ctin

g s

tud

ents

’ he

alth

, sa

fety

or

wel

l-be

ing

whi

ch m

ay a

rise

are

syst

emat

ical

ly lo

gged

and

sto

red

secu

rely

alo

ng w

ith d

etai

l of a

ny re

sulta

nt a

ctio

n ta

ken.

• Th

e le

arni

ng e

nviro

nmen

t su

ppor

ts s

tude

nts’

lear

ning

wel

l. It

is a

cces

sibl

e fo

r st

uden

ts w

ith s

peci

al e

duca

tiona

l nee

ds

and

also

mee

ts th

e ne

eds

of th

ose

in th

e ea

rly y

ears

pha

se.

The

scho

ol is

cle

an a

nd w

ell m

aint

aine

d.

• Th

e sc

hool

reg

ards

the

pro

mot

ion

of h

ealth

y liv

ing

as a

n im

port

ant

part

of

its p

rovi

sion

. Th

e cu

rric

ulum

con

tent

of

som

e pr

ogra

mm

es in

clud

es r

efer

ence

s to

hea

lthy

lifes

tyle

s su

ch a

s as

pect

s of

die

t an

d ex

erci

se.

The

varie

ty o

f fo

od

prov

ided

by

the

scho

ol e

nsur

es t

hat

stud

ents

alw

ays

have

he

alth

y op

tions

from

whi

ch to

cho

ose

thei

r sna

cks

or m

eals

. A

ppro

pria

te

mea

sure

s ar

e ta

ken

to

prov

ide

reas

onab

le

prot

ectio

n fro

m t

he s

un,

incl

udin

g sh

adin

g, h

eadw

ear

and

read

y ac

cess

to fr

esh

drin

king

wat

er.


76

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

heal

th a

nd s

afet

y, in

clud

ing

ar

rang

emen

ts f

or

child

pro

tect

ion

/ sa

feg

uard

ing

, ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s ac

cep

tab

le.

• C

hild

pro

tect

ion/

safe

guar

ding

arr

ange

men

ts a

re i

n pl

ace

but

the

resp

onsi

bilit

y fo

r th

eir

impl

emen

tatio

n m

ay b

e in

the

ha

nds

of a

few

sen

ior s

taff

or m

embe

rs o

f the

adm

inis

trat

ion.

Th

e tr

aini

ng o

f sta

ff in

chi

ld p

rote

ctio

n ta

kes

plac

e fro

m ti

me

to t

ime.

The

sch

ool

is a

war

e of

the

nee

d fo

r cy

ber

safe

ty

and

has

som

e sy

stem

s to

pro

tect

stu

dent

s bu

t the

se a

re n

ot

com

preh

ensi

ve o

r no

t ro

utin

ely

appl

ied.

The

cen

tral

reg

iste

r of

adu

lts w

ho w

ork

in o

r ar

e in

volv

ed in

the

sch

ool m

ay n

ot

be u

p to

dat

e.

• Th

ere

are

effe

ctiv

e po

licie

s an

d pr

oced

ures

in

pl

ace

to

ensu

re t

hat

stud

ents

are

kep

t sa

fe b

ut t

hese

may

not

be

revi

ewed

at

leas

t an

nual

ly. S

taff

unde

rsta

nd t

heir

role

s an

d re

spon

sibi

litie

s in

ens

urin

g he

alth

and

saf

ety

but

not

all m

ay

unde

rsta

nd t

he n

eed

to s

afeg

uard

the

mse

lves

as

wel

l as

st

uden

ts. P

ract

ical

mea

sure

s ar

e in

pla

ce to

pro

tect

stu

dent

s an

d ar

rang

emen

ts a

re r

evie

wed

to

ensu

re t

hat

they

are

ef

fect

ive.

Stu

dent

s ar

e m

ostly

sup

ervi

sed

arou

nd th

e sc

hool

an

d m

ost s

tude

nts

stat

e th

at th

ey fe

el s

afe

in th

e sc

hool

. The

sc

hool

mee

ts a

ll le

gal a

nd re

gula

tory

requ

irem

ents

, inc

ludi

ng

emer

genc

y ev

acua

tion

drills

. W

hen

plan

ning

act

iviti

es t

hat

take

pla

ce o

ff th

e sc

hool

site

, suc

h as

suc

h as

spo

rts

even

ts

or e

duca

tiona

l vis

its,

staf

f co

nsid

er a

ny p

oten

tial r

isks

and

ta

ke s

teps

to e

nsur

e st

uden

ts’ s

afet

y, a

lthou

gh th

ere

may

be

som

e oc

casi

ons

whe

n ar

rang

emen

ts a

re to

o la

x.

• R

ecor

ds o

f hea

lth a

nd s

afet

y pr

oced

ures

are

up-

to-d

ate

and

appr

opria

te r

isk

asse

ssm

ents

are

com

plet

ed i

n re

latio

n to

vi

sits

and

pot

entia

lly h

azar

dous

act

iviti

es.

Rou

tine

fire

drills

an

d ot

her

evac

uatio

n pr

oced

ures

tak

e pl

ace.

The

re a

re

suffi

cien

t med

ical

sta

ff to

car

ry o

ut ro

utin

e ch

ecks

. Med

icat

ion

is k

ept

lock

ed a

way

and

all

staf

f kno

w h

ow a

nd b

y w

hom

it

can

be a

dmin

iste

red.

• Th

e sc

hool

pre

mis

es, e

quip

men

t and

reso

urce

s ar

e su

itabl

e an

d pr

ovid

e a

safe

, inc

lusi

ve e

nviro

nmen

t for

stu

dent

s.

• T

he

scho

ol

has

incl

uded

in

th

e cu

rric

ulum

p

lann

ed

opp

ortu

nitie

s fo

r st

uden

ts t

o ta

ke p

art

in p

hysi

cal a

ctiv

ity

to p

rom

ote

a h

ealth

y lif

esty

le.

The

mea

ls a

nd s

nack

s pr

ovid

ed b

y th

e sc

hool

are

gen

eral

ly h

ealth

y. P

aren

ts a

re,

at t

imes

, in

volv

ed i

n sc

hool

act

iviti

es w

hich

suc

cess

fully

ra

ise

awar

enes

s of

hea

lthy

choi

ces.

Ade

quat

e m

easu

res

are

take

n to

pro

vide

pro

tect

ion

from

the

sun,

incl

udin

g sh

adin

g,

head

wea

r and

read

y ac

cess

to fr

esh

drin

king

wat

er b

ut th

ese

may

be

appl

ied

inco

nsis

tent

ly.


77

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

heal

th a

nd s

afet

y, in

clud

ing

ar

rang

emen

ts f

or

child

pro

tect

ion

/ sa

feg

uard

ing

ill

ustr

ated

bel

ow

is u

nlik

ely

to b

e ac

cep

tab

le.

• C

hild

pro

tect

ion/

safe

guar

ding

pro

cedu

res

are

inad

equa

te

and

ther

e is

no

gene

ral r

egis

ter

listin

g al

l adu

lts w

ho e

ither

w

ork

in,

or a

re in

volv

ed in

, th

e sc

hool

. Th

ere

is e

vide

nce

of

bully

ing

by m

embe

rs o

f the

sch

ool c

omm

unity

. S

taff

do n

ot

fully

app

reci

ate

the

need

to

safe

guar

d th

emse

lves

as

wel

l as

stu

dent

s. T

he s

choo

l has

lim

ited

or n

o aw

aren

ess

of t

he

need

to p

rote

ct s

tude

nts

from

the

dang

ers

of th

e in

tern

et.

• P

olic

ies

and

proc

edur

es f

or h

ealth

and

saf

ety,

inc

ludi

ng

thos

e fo

r sc

hool

tra

nspo

rt,

are

not

revi

ewed

. S

uper

viso

ry

and

emer

genc

y pr

oced

ures

are

wea

k or

inco

nsis

tent

. S

taff

are

not

trai

ned

in im

plem

entin

g po

licie

s w

hich

the

refo

re d

o no

t hap

pen

in p

ract

ice.

• H

ealth

and

saf

ety

chec

ks a

re ir

regu

lar

and/

or n

ot r

igor

ous.

S

uper

viso

ry p

ract

ices

are

wea

k. T

he s

choo

l d

oes

not

cond

uct a

ris

k an

alys

is a

nd a

sses

smen

t whe

n pl

anni

ng a

nd

enga

ging

in a

ctiv

ities

.

• S

ome

par

ts o

f th

e b

uild

ings

, p

lay

area

s an

d/o

r sc

hool

eq

uip

men

t ar

e un

safe

or

unhy

gie

nic

and

the

bui

ldin

gs/

cam

pus

may

not

be

incl

usiv

e fo

r all

stud

ents

or f

or c

hild

ren

in

the

early

yea

rs p

hase

. The

pre

mis

es d

o no

t hav

e ap

prop

riate

fa

cilit

ies

to m

eet t

he n

eeds

of s

tude

nts

with

dis

abilit

ies.

• S

choo

l m

eals

and

sna

cks

incl

ude

unhe

alth

y ch

oice

s an

d lit

tle v

arie

ty.

The

scho

ol i

s no

t su

ffici

ently

pro

activ

e in

the

pr

omot

ion

of h

ealth

y lif

esty

les

amon

gst s

tude

nts.

Insu

ffici

ent

mea

sure

s ar

e ta

ken

and/

or t

here

is in

cons

iste

nt a

pplic

atio

n of

mea

sure

s to

pro

vide

rea

sona

ble

prot

ectio

n fro

m t

he s

un,

incl

udin

g sh

adin

g, h

ead

wea

r an

d r

ead

y ac

cess

to

fres

h dr

inki

ng w

ater

.


78

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

5.2

Car

e an

d s

upp

ort

Ele

men

ts

5.2.

1 S

taff

-stu

den

t re

latio

nshi

ps

and

beh

avio

ur m

anag

emen

t5.

2.2

Pro

mo

tion

and

man

agem

ent

of

atte

ndan

ce a

nd p

unct

ualit

y5.

2.3

Iden

tifica

tion

of

stud

ents

with

sp

ecia

l ed

ucat

iona

l nee

ds,

and

tho

se w

ho a

re g

ifted

and

/or

tale

nted

5.2.

4 S

upp

ort

fo

r st

uden

ts w

ith s

pec

ial e

duc

atio

nal n

eed

s, a

nd t

hose

who

are

gift

ed a

nd/o

r ta

lent

ed5.

2.5

Gui

dan

ce a

nd s

upp

ort

fo

r al

l stu

den

ts

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

5.2.

1 S

taff

-stu

den

t re

latio

nshi

ps

and

beh

avio

ur m

anag

emen

t

Sta

ff-st

uden

t re

latio

nshi

ps a

re

exem

plar

y. S

yste

ms

and

proc

edur

es fo

r m

anag

ing

stud

ents

’ be

havi

our

are

high

ly

effe

ctiv

e.

Sta

ff ha

ve v

ery

posi

tive

and

purp

osef

ul

rela

tions

hips

with

all

stud

ents

. Sys

tem

s an

d pr

oced

ures

for

man

agin

g st

uden

ts’

beha

viou

r ar

e ef

fect

ive.

Sta

ff ha

ve p

ositi

ve

rela

tions

hips

with

all

stud

ents

. Sys

tem

s an

d pr

oced

ures

for

man

agin

g st

uden

ts’

beha

viou

r ar

e su

cces

sful

.

Sta

ff ha

ve c

ourt

eous

re

latio

nshi

ps w

ith a

ll st

uden

ts. S

yste

ms

and

proc

edur

es fo

r m

anag

ing

stud

ents

’ be

havi

our a

re a

dequ

ate.

Not

all

staf

f are

co

nsid

erat

e to

war

ds

stud

ents

. Sys

tem

s an

d pr

oced

ures

for

man

agin

g st

uden

ts’

beha

viou

r ar

e in

cons

iste

nt.

Sta

ff ar

e in

cons

ider

ate

and

disr

espe

ctfu

l to

war

ds s

tude

nts.

B

ehav

iour

man

agem

ent

is h

ighl

y in

effe

ctiv

e.

5.2.

2 P

rom

otio

n an

d m

anag

emen

t o

f at

tend

ance

and

pun

ctua

lity

The

scho

ol‘s

app

roac

h is

hig

hly

succ

essf

ul in

pr

omot

ing

outs

tand

ing

atte

ndan

ce a

nd

punc

tual

ity.

The

scho

ol’s

app

roac

h is

suc

cess

ful i

n pr

omot

ing

very

goo

d at

tend

ance

and

pu

nctu

ality

.

The

scho

ol’s

app

roac

h is

effe

ctiv

e in

pro

mot

ing

good

att

enda

nce

and

punc

tual

ity.

The

scho

ol’s

app

roac

h is

ade

quat

e in

pr

omot

ing

atte

ndan

ce

and

punc

tual

ity.

The

scho

ol

has

inef

fect

ive

arra

ngem

ents

to

prom

ote

or m

anag

e at

tend

ance

and

pu

nctu

ality

.

The

scho

ol d

oes

not

mon

itor

or p

rom

ote

atte

ndan

ce a

nd

punc

tual

ity c

onsi

sten

tly.


79

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

5.2.

3 Id

entifi

catio

n o

f st

uden

ts w

ith s

pec

ial e

duc

atio

nal n

eed

s an

d t

hose

who

are

gift

ed a

nd/o

r ta

lent

ed

The

scho

ol h

as

com

preh

ensi

ve a

nd

rigor

ous

syst

ems

to

iden

tify

stud

ents

with

sp

ecia

l edu

catio

nal

need

s an

d th

ose

who

are

gift

ed a

nd/o

r ta

lent

ed a

ccur

atel

y an

d pr

ompt

ly.

The

scho

ol h

as

rigor

ous

syst

ems

to

iden

tify

stud

ents

with

sp

ecia

l edu

catio

nal

need

s an

d th

ose

who

are

gift

ed a

nd/o

r ta

lent

ed a

ccur

atel

y an

d pr

ompt

ly.

The

scho

ol h

as

thor

ough

sys

tem

s to

id

entif

y st

uden

ts w

ith

spec

ial e

duca

tiona

l ne

eds

and

thos

e w

ho a

re g

ifted

and

/or

tale

nted

.

The

scho

ol h

as

appr

opria

te s

yste

ms

to

iden

tify

stud

ents

with

sp

ecia

l edu

catio

nal

need

s, a

nd th

ose

who

are

gift

ed a

nd/o

r ta

lent

ed.

The

scho

ol m

ay n

ot

adm

it st

uden

ts w

ith

spec

ial e

duca

tiona

l ne

eds.

The

sch

ool i

s no

t aw

are

of th

eir

need

s an

d/or

has

inef

fect

ive

syst

ems

to id

entif

y th

eir

need

s ac

cura

tely.

Sch

ool p

olic

ies

may

ac

tivel

y ex

clud

e st

uden

ts w

ith s

peci

al

educ

atio

nal n

eeds

. W

hen

stud

ents

are

ad

mitt

ed, t

he s

choo

l la

cks

syst

ems

to

iden

tify

thei

r ne

eds

accu

rate

ly.

5.2.

4 S

upp

ort

fo

r st

uden

ts w

ith s

pec

ial e

duc

atio

nal n

eed

s, a

nd t

hose

who

are

gift

ed a

nd/o

r ta

lent

ed

The

scho

ol p

rovi

des

high

ly e

ffect

ive

supp

ort

for

all s

tude

nts

with

sp

ecia

l edu

catio

nal

need

s an

d th

ose

who

are

gift

ed a

nd/

or ta

lent

ed. A

ccur

ate

iden

tifica

tion

swift

ly

lead

s to

hig

hly

appr

opria

te in

terv

entio

n.

The

qual

ity o

f sup

port

en

able

s al

mos

t all

stud

ents

to m

ake

thei

r be

st p

erso

nal a

nd

acad

emic

pro

gres

s.

The

scho

ol p

rovi

des

effe

ctiv

e su

ppor

t for

all

stud

ents

with

spe

cial

ed

ucat

iona

l nee

ds a

nd

thos

e w

ho a

re g

ifted

an

d/or

tale

nted

. It

mat

ches

inte

rven

tion

wel

l to

stud

ents

’ ou

tcom

es. T

he q

ualit

y of

sup

port

ena

bles

m

ost s

tude

nts

to m

ake

thei

r be

st p

erso

nal a

nd

acad

emic

pro

gres

s.

The

scho

ol p

rovi

des

effe

ctiv

e su

ppor

t for

m

ost s

tude

nts

with

sp

ecia

l edu

catio

nal

need

s an

d th

ose

who

are

gift

ed a

nd/

or ta

lent

ed. A

ccur

ate

iden

tifica

tion

lead

s to

pr

ompt

and

app

ropr

iate

in

terv

entio

n. T

he q

ualit

y of

sup

port

ena

bles

m

ost s

tude

nts

to m

ake

cons

iste

nt p

erso

nal a

nd

acad

emic

pro

gres

s.

The

scho

ol p

rovi

des

appr

opria

te s

uppo

rt

for

mos

t stu

dent

s w

ith

spec

ial e

duca

tiona

l ne

eds

and

thos

e w

ho a

re g

ifted

and

/or

tale

nted

. The

sup

port

en

able

s th

e m

ajor

ity

of s

tude

nts

to m

ake

adeq

uate

per

sona

l and

ac

adem

ic p

rogr

ess.

The

scho

ol p

rovi

des

limite

d su

ppor

t for

st

uden

ts w

ith s

peci

al

educ

atio

nal n

eeds

and

th

ose

who

are

gift

ed

and/

or ta

lent

ed.

The

supp

ort d

oes

not

enab

le th

e m

ajor

ity

of s

tude

nts

to m

ake

adeq

uate

per

sona

l and

ac

adem

ic p

rogr

ess.

The

scho

ol p

rovi

des

little

or

no s

uppo

rt fo

r st

uden

ts w

ith s

peci

al

educ

atio

nal n

eeds

an

d th

ose

who

are

gi

fted

and/

or ta

lent

ed.

Con

sequ

ently

, onl

y a

few

stu

dent

s m

ake

adeq

uate

pro

gres

s.

Inte

rven

tion

to s

uppo

rt

stud

ents

is h

apha

zard

an

d w

eak.

5.2.

5 G

uid

ance

and

sup

po

rt f

or

all s

tud

ents

The

wel

l-bei

ng a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

are

cl

osel

y m

onito

red.

Th

e in

form

atio

n is

us

ed to

pro

vide

hig

hly

effe

ctiv

e pe

rson

al a

nd

acad

emic

gui

danc

e an

d su

ppor

t and

, for

sen

ior

stud

ents

, car

eers

’ gu

idan

ce.

The

wel

l-bei

ng a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

are

ef

ficie

ntly

mon

itore

d.

The

info

rmat

ion

is

used

to p

rovi

de v

ery

effe

ctiv

e pe

rson

al a

nd

acad

emic

gui

danc

e an

d su

ppor

t and

, for

sen

ior

stud

ents

, car

eers

’ gu

idan

ce.

The

wel

l-bei

ng a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

are

ro

utin

ely

mon

itore

d.

The

info

rmat

ion

is

used

to p

rovi

de

effe

ctiv

e pe

rson

al a

nd

acad

emic

gui

danc

e an

d su

ppor

t and

, for

sen

ior

stud

ents

, car

eers

’ gu

idan

ce.

The

wel

l-bei

ng a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

are

m

onito

red

at in

terv

als

thro

ugho

ut th

e ye

ar.

The

info

rmat

ion

is u

sed

to p

rovi

de a

ppro

pria

te

pers

onal

and

aca

dem

ic

guid

ance

and

sup

port

an

d, fo

r se

nior

st

uden

ts, c

aree

rs’

guid

ance

.

The

wel

l-bei

ng a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

are

not

re

gula

rly m

onito

red.

C

onse

quen

tly, p

erso

nal

and

acad

emic

gui

danc

e an

d su

ppor

t and

, fo

r se

nior

stu

dent

s,

care

ers’

gui

danc

e ar

e w

eak

and

inco

nsis

tent

.

The

wel

l-bei

ng a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

are

no

t mon

itore

d.

Con

sequ

ently

, stu

dent

s do

not

rece

ive

any

pers

onal

, aca

dem

ic o

r ca

reer

s’ g

uida

nce

and

supp

ort.


80

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

proc

ess

and

ensu

re t

hat

all

othe

r st

aff

are

wel

l tr

aine

d in

id

entif

ying

spe

cial

nee

ds. T

he s

choo

l’s e

ntra

nce

proc

edur

es

are

who

lly i

nclu

sive

. T

he s

choo

l ha

s id

entifi

ed s

tude

nts

who

are

gift

ed a

nd/o

r ta

lent

ed a

nd m

eets

the

ir ne

eds

very

ef

fect

ivel

y.

• Th

e sc

hool

’s s

uppo

rt f

or s

tude

nts

with

spe

cial

edu

catio

nal

need

s is

com

preh

ensi

ve a

nd h

ighl

y fo

cuse

d. T

he f

acilit

ies

and

reso

urce

s in

clud

e ne

cess

ary

mod

ifica

tions

an

d pr

ovid

e th

orou

ghly

for

the

div

erse

ran

ge o

f sp

ecia

l ne

eds.

In

divi

dual

ised

pl

anni

ng

and

effe

ctiv

e re

view

pr

oced

ures

en

sure

that

the

stud

ents

’ nee

ds a

re fu

lly m

et. A

s a

resu

lt, th

e st

uden

ts m

ake

exce

llent

pro

gres

s.

• A

ll st

uden

ts

have

re

ady

acce

ss

to

know

n an

d tr

uste

d m

embe

rs o

f st

aff

who

pro

vide

wel

l-inf

orm

ed a

dvic

e an

d gu

idan

ce a

bout

a ra

nge

of im

port

ant m

atte

rs, i

nclu

ding

thei

r ac

adem

ic p

rogr

ess,

hea

lth a

nd f

utur

e ca

reer

s. S

tude

nts’

qu

estio

ns, n

eeds

and

con

cern

s ar

e ha

ndle

d sy

mpa

thet

ical

ly

and,

whe

n ap

prop

riate

, in

confi

denc

e. S

tude

nts

have

acc

ess

to a

n ef

fect

ive

com

plai

nts

proc

edur

e. H

igh

qual

ity a

dvic

e an

d gu

idan

ce r

esul

t in

act

ions

tha

t br

ing

abou

t im

prov

emen

ts

in s

tude

nts’

per

form

ance

. Fo

r ol

der

stud

ents

, th

e sc

hool

is

pro

activ

e in

pro

vidi

ng p

erso

nalis

ed a

dvic

e an

d gu

idan

ce

abou

t car

eer c

hoic

es a

nd h

ighe

r edu

catio

n pa

thw

ays

alig

ned

to p

erso

nal a

nd n

atio

nal a

spira

tions

.

The

qua

lity

of

care

and

sup

po

rt il

lust

rate

d b

elo

w

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• Te

ache

rs k

now

all t

heir

stud

ents

ver

y w

ell,

bein

g aw

are

of th

eir

indi

vidu

al s

ocia

l, ph

ysic

al,

emot

iona

l and

inte

llect

ual n

eeds

. Te

ache

rs h

ave

a ve

ry g

ood

rapp

ort

with

stu

dent

s. M

utua

l re

spec

t, t

rust

and

co

nfid

ence

cha

ract

eris

e in

tera

ctio

ns

betw

een

staf

f an

d st

uden

ts.

Beh

avio

ur m

anag

emen

t is

de

fined

cl

early

an

d w

holly

un

ders

tood

by

th

e st

uden

ts

and

the

staf

f, w

ho i

mpl

emen

t th

e po

licie

s w

isel

y an

d ar

e su

ppor

ted

fully

by

the

seni

or m

anag

emen

t te

am.

Alth

ough

th

e be

havi

our o

f alm

ost a

ll st

uden

ts is

exe

mpl

ary,

firm

act

ion

is t

aken

whe

n ne

cess

ary.

Par

ents

rec

eive

com

preh

ensi

ve

info

rmat

ion

abou

t th

e sc

hool

’s e

xpec

tatio

ns o

f be

havi

our

and

of h

ow s

taff

will

deal

with

any

mis

beha

viou

r.

• Th

e sc

hool

ke

eps

accu

rate

re

cord

s of

at

tend

ance

an

d pu

nctu

ality

. S

yste

ms

for

man

agin

g at

tend

ance

an

d pu

nctu

ality

, in

clud

ing

follo

w u

p of

una

utho

rised

abs

ence

s an

d la

tene

ss,

are

exce

ptio

nally

ef

ficie

nt

and

effe

ctiv

e.

Pro

mpt

and

dec

isiv

e ac

tion

is t

aken

whe

n le

vels

fal

l, an

d pa

rent

s fu

lly s

uppo

rt t

he i

mpo

rtan

ce o

f m

aint

aini

ng h

igh

leve

ls o

f att

enda

nce

and

punc

tual

ity.

Par

ents

are

con

tact

ed

imm

edia

tely

whe

n st

uden

ts fa

il to

arr

ive

whe

n ex

pect

ed.

• Th

e sc

hool

ha

s de

taile

d an

d in

form

ed

proc

edur

es

for

iden

tifyi

ng s

tude

nts

with

spe

cial

edu

catio

nal

need

s. T

heir

need

s ar

e id

entifi

ed a

t an

ear

ly a

ge o

r as

soo

n as

pos

sibl

e af

ter

they

join

the

sch

ool,

and

shar

ed w

ith s

taff.

The

sch

ool

has

spec

ialis

t sta

ff w

ith th

e ex

pert

ise

to le

ad th

e id

entifi

catio

n


81

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

care

and

sup

po

rt il

lust

rate

d b

elo

w

wo

uld

be

eval

uate

d a

s g

oo

d.

• S

taff

are

wel

l aw

are

of th

e ne

eds

of th

e st

uden

ts in

thei

r car

e.

Led

by t

he s

enio

r m

anag

emen

t te

am,

the

scho

ol o

pera

tes

in a

n at

mos

pher

e of

mut

ual r

espe

ct b

etw

een

stud

ents

and

te

ache

rs.

This

is

base

d on

a c

ode

of b

ehav

iour

, w

hich

is

unde

rsto

od c

lear

ly b

y th

e w

hole

sch

ool c

omm

unity

incl

udin

g pa

rent

s an

d te

mpo

rary

sta

ff.

• Th

e sc

hool

kee

ps a

ccur

ate

reco

rds

of a

tten

danc

e an

d p

unct

ualit

y.

Sys

tem

s fo

r m

anag

ing

at

tend

ance

an

d pu

nctu

ality

, in

clud

ing

follo

w u

p of

una

utho

rised

abs

ence

s an

d la

tene

ss,

are

very

effi

cien

t an

d ef

fect

ive.

Par

ents

are

no

tified

pro

mpt

ly o

f any

con

cern

s ab

out i

ndiv

idua

l stu

dent

s.

The

scho

ol a

ctiv

ely

prom

otes

goo

d at

tend

ance

but

may

not

ha

ve m

easu

res

in p

lace

to re

cogn

ise

and

rew

ard

it.

• Th

e sc

hool

is

in

clus

ive

and

prov

ides

a

wel

com

ing

and

nurt

urin

g en

viro

nmen

t fo

r st

uden

ts w

ith s

peci

al e

duca

tiona

l ne

eds.

Fo

llow

ing

ad

mis

sio

n, t

heir

need

s ar

e id

entif

ied

and

plan

s ar

e pu

t in

pla

ce t

o en

sure

tha

t th

ey r

ecei

ve a

ny

nece

ssar

y su

ppor

t. Th

e sc

hool

has

iden

tified

stu

dent

s w

ho

are

gifte

d an

d/or

tal

ente

d an

d ha

s ta

ken

som

e ef

fect

ive

step

s to

mee

t the

ir ne

eds

effe

ctiv

ely.

• T

he

scho

ol

has

som

e sp

ecia

list

staf

f to

as

sist

w

ith

iden

tifica

tion

and

supp

ort b

ut n

ot a

ll te

ache

rs m

ay b

e fa

milia

r w

ith p

roce

dure

s fo

r sup

port

ing

stud

ents

. Som

e m

odifi

catio

ns

have

bee

n m

ade

to a

ccom

mod

ate

the

rang

e of

spe

cial

ne

eds

but t

hese

are

not

com

preh

ensi

ve. T

he n

eeds

of m

ost,

but n

ot a

ll st

uden

ts a

re m

et.

• Th

e sc

hool

’s

pers

onal

su

ppor

t sy

stem

en

sure

s th

at

all

stud

ents

hav

e an

ass

igne

d a

mem

ber o

f sta

ff w

ith w

hom

they

ca

n di

scus

s an

y co

ncer

ns. T

he s

choo

l has

rel

iabl

e sy

stem

s fo

r mon

itorin

g th

e w

ellb

eing

and

per

sona

l dev

elop

men

t of a

ll st

uden

ts. E

ach

stud

ent

has

acce

ss t

o in

divi

dual

adv

ice

and

guid

ance

, th

e qu

ality

of

whi

ch t

hey

say

is h

elpf

ul.

Stu

dent

s fe

el w

ell

supp

orte

d an

d ha

ve c

onfid

ence

in

the

scho

ol’s

ar

rang

emen

ts fo

r the

ir ac

adem

ic a

nd p

erso

nal d

evel

opm

ent.

For

olde

r st

uden

ts,

the

scho

ol p

rovi

des

effe

ctiv

e ad

vice

an

d gu

idan

ce a

bout

car

eer

choi

ces

and

high

er e

duca

tion

path

way

s al

igne

d to

per

sona

l and

nat

iona

l asp

iratio

ns.


82

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

care

and

sup

po

rt il

lust

rate

d b

elo

w

wo

uld

be

eval

uate

d a

s ac

cep

tab

le.

• Te

ache

rs k

now

mos

t of t

heir

stud

ents

wel

l and

are

aw

are

of

thei

r so

cial

, phy

sica

l, em

otio

nal a

nd in

telle

ctua

l nee

ds. T

hey

have

a g

ood

rapp

ort

with

stu

dent

s an

d re

spon

d po

sitiv

ely

to t

hem

. Te

ache

rs a

nd s

tude

nts

resp

ect

one

anot

her

and

gene

rally

sho

w c

are

and

conc

ern

for t

he n

eeds

of o

ther

s. T

he

scho

ol h

as a

n ef

fect

ive

appr

oach

to m

anag

ing

the

beha

viou

r of

its

stud

ents

. The

sta

ff kn

ow h

ow to

impl

emen

t the

pol

icie

s an

d ar

e su

ppor

ted

in d

oing

so

by t

he s

enio

r m

anag

emen

t te

am. P

aren

ts re

ceiv

e in

form

atio

n ab

out h

ow s

taff

mem

bers

w

ill de

al w

ith a

ny m

isbe

havi

our.

• S

yste

ms

for m

anag

ing

atte

ndan

ce a

nd p

unct

ualit

y, in

clud

ing

follo

w u

p of

une

xcus

ed a

bsen

ces

and

late

ness

, ar

e m

ainl

y ef

fect

ive.

The

sch

ool

reco

rds

atte

ndan

ce a

nd p

unct

ualit

y bu

t it

may

not

sys

tem

atic

ally

ana

lyse

the

dat

a. M

onito

ring

proc

edur

es a

re k

now

n to

stu

dent

s, s

taff

and

pare

nts

and

are

inte

nded

to e

nsur

e th

e sa

fety

and

wel

l-bei

ng o

f the

stu

dent

s.

Par

ents

rec

eive

fee

dbac

k ab

out

impr

oved

att

enda

nce

and

punc

tual

ity,

and

unde

rsta

nd t

he a

ctio

n th

e sc

hool

tak

es

whe

n it

is re

quire

d.

• Th

e sc

hool

ha

s ap

prop

riate

pr

oced

ures

fo

r id

entif

ying

st

uden

ts w

ith s

peci

al e

duca

tiona

l ne

eds.

The

ir ne

eds

are

iden

tified

and

all

rele

vant

inf

orm

atio

n is

sha

red

with

sta

ff.

The

scho

ol h

as s

taff

with

suf

ficie

nt e

xper

tise

to l

ead

the

iden

tifica

tion

proc

ess

and

trai

n ot

her

staf

f m

embe

rs.

The

scho

ol’s

ent

ranc

e pr

oced

ures

are

incl

usiv

e.

• Th

e sc

hool

’s s

uppo

rt f

or s

tude

nts

with

spe

cial

edu

catio

nal

need

s is

app

ropr

iate

ly m

anag

ed. S

uppo

rt is

giv

en in

divi

dual

ly

and

thro

ugh

in-c

lass

gu

idan

ce,

as

requ

ired.

S

tude

nts’

pr

ogre

ss is

mon

itore

d ro

utin

ely.

Fac

ilitie

s an

d re

sour

ces

are

mod

ified

to

addr

ess

thei

r ne

eds.

As

a re

sult,

stu

dent

s w

ith

spec

ial e

duca

tiona

l nee

ds m

ake

acce

ptab

le p

rogr

ess.

The

sc

hool

has

iden

tified

a f

ew s

tude

nts

who

are

gift

ed a

nd/o

r ta

lent

ed b

ut s

teps

tak

en d

o no

t co

nsis

tent

ly a

nd e

ffect

ivel

y m

eet t

heir

need

s.

• S

tud

ents

’ q

uest

ions

, ne

eds

and

co

ncer

ns a

re u

sual

ly

deal

t w

ith e

ffici

ently

and

, w

hen

appr

opria

te,

in c

onfid

ence

. Th

ey r

ecei

ve a

dvic

e an

d gu

idan

ce f

rom

sta

ff on

a r

ange

of

mat

ters

, in

clud

ing

thei

r in

divi

dual

pro

gres

s an

d he

alth

, an

d m

ost f

eel c

onfid

ent t

o as

k ad

ults

for h

elp.

For

old

er s

tude

nts,

th

e sc

hool

pro

vide

s ap

prop

riate

adv

ice

and

guid

ance

abo

ut

care

er c

hoic

es a

nd h

ighe

r ed

ucat

ion

path

way

s.


83

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

care

and

sup

po

rt il

lust

rate

d b

elo

w

is u

nlik

ely

to b

e ac

cep

tab

le.

• Th

ere

are

stra

ined

rel

atio

nshi

ps b

etw

een

staf

f and

stu

dent

s an

d in

appr

opria

te

beha

viou

r m

anag

emen

t st

rate

gies

ar

e us

ed.

• A

rran

gem

ents

to

prom

ote

or m

anag

e st

uden

t at

tend

ance

an

d pu

nctu

ality

are

abs

ent o

r in

effe

ctiv

e.

• Th

e sc

hool

’s a

dmis

sion

s po

licy

is to

o re

stric

ted

and

does

not

al

low

for

the

enro

lmen

t of

stu

dent

s w

ith s

peci

al e

duca

tiona

l ne

eds.

The

pro

cedu

res

to i

dent

ify t

he s

peci

fic n

eeds

of

stud

ents

with

spe

cial

edu

catio

nal

need

s ar

e sl

ow a

nd/o

r in

adeq

uate

and

int

erve

ntio

n to

add

ress

ide

ntifi

ed n

eeds

is

not

effe

ctiv

e an

d m

ay n

ot b

e av

aila

ble.

The

sch

ool

has

no p

roce

ss f

or i

dent

ifyin

g st

uden

ts w

ho a

re g

ifted

and

/or

tale

nted

and

doe

s no

t mee

t the

ir ne

eds.

• S

tude

nts

with

spe

cial

edu

catio

nal n

eeds

are

pro

vide

d w

ith

little

or

no s

peci

alis

t sup

port

.

• A

dvi

ce,

sup

por

t an

d g

uid

ance

to

all s

tud

ents

are

lim

ited

and

unin

form

ativ

e. F

or o

lder

stu

dent

s, t

he s

choo

l pro

vide

s lim

ited

effe

ctiv

e ad

vice

and

gui

danc

e ab

out

care

er c

hoic

es

and

high

er e

duca

tion

path

way

s.


84

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

6. Le

ad

ers

hip

and

manag

em

ent

6.1

The

eff

ectiv

enes

s o

f le

ader

ship

Ele

men

ts

6.1.

1 V

isio

n an

d d

irect

ion

6.1.

2 E

duc

atio

nal l

ead

ersh

ip6.

1.3

Rel

atio

nshi

ps

and

co

mm

unic

atio

n6.

1.4

Cap

acity

to

inno

vate

and

imp

rove

6.1.

5 Im

pac

t o

n an

d a

cco

unta

bili

ty f

or

scho

ol p

erfo

rman

ce a

nd s

tand

ard

s

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

6.1.

1 V

isio

n an

d d

irect

ion

Lead

ers

at a

ll le

vels

, ins

pire

d by

the

Prin

cipa

l, se

t an

exce

ptio

nally

cle

ar s

trat

egic

di

rect

ion

and

prom

ote

an

ambi

tious

vis

ion

that

is

shar

ed b

y th

e w

hole

sch

ool

com

mun

ity. S

enio

r le

ader

s ar

e hi

ghly

com

mitt

ed to

the

UA

E

natio

nal a

nd E

mira

te p

riorit

ies.

Th

ese

are

very

firm

ly e

mbe

dded

w

ithin

the

scho

ol’s

vis

ion

and

stra

tegi

c pl

ans.

Lea

ders

ens

ure

a fu

lly in

clus

ive

scho

ol.

Lead

ers

at a

ll le

vels

, led

by

the

Prin

cipa

l, se

t a v

ery

clea

r st

rate

gic

dire

ctio

n an

d pr

omot

e a

bold

vis

ion

that

is

shar

ed b

y th

e w

hole

sch

ool

com

mun

ity. S

enio

r le

ader

s ar

e hi

ghly

com

mitt

ed to

the

UA

E

natio

nal a

nd E

mira

te p

riorit

ies.

Th

ese

are

embe

dded

with

in th

e sc

hool

’s v

isio

n an

d st

rate

gic

plan

s. L

eade

rs fa

cilit

ate

an

incl

usiv

e et

hos.

Lead

ers

at a

ll le

vels

, inc

ludi

ng

the

Prin

cipa

l, se

t a c

lear

st

rate

gic

dire

ctio

n an

d pr

omot

e a

visi

on th

at is

sha

red

by th

e w

hole

sch

ool c

omm

unity

. S

enio

r le

ader

s ar

e co

mm

itted

to

the

UA

E n

atio

nal a

nd E

mira

te

prio

ritie

s. T

hese

are

evi

dent

w

ithin

the

scho

ol’s

vis

ion

and

stra

tegi

c pl

ans.

Lea

ders

de

mon

stra

te a

com

mitm

ent t

o in

clus

ion.

Mos

t lea

ders

, inc

ludi

ng th

e P

rinci

pal,

set a

dire

ctio

n an

d vi

sion

that

dem

onst

rate

co

mm

itmen

t to

the

UA

E

natio

nal a

nd E

mira

te p

riorit

ies.

Le

ader

s ha

ve a

com

mitm

ent

to in

clus

ion

and

to m

akin

g pr

ovis

ion

for

stud

ents

with

sp

ecia

l edu

catio

nal n

eeds

.

Lead

ers,

incl

udin

g th

e P

rinci

pal,

fail

to c

omm

unic

ate

a cl

ear

dire

ctio

n or

vis

ion.

The

re is

in

suffi

cien

t com

mitm

ent t

o U

AE

na

tiona

l or

Em

irate

prio

ritie

s.

Lead

ers

have

not

bee

n su

cces

sful

in p

rom

otin

g an

in

clus

ive

scho

ol o

r in

del

iver

ing

effe

ctiv

e pr

ovis

ion

for

stud

ents

w

ith s

peci

al e

duca

tiona

l nee

ds.

Lead

ers,

in p

artic

ular

the

Prin

cipa

l, fa

il to

pro

vide

st

rate

gic

visi

on s

o th

e di

rect

ion

of th

e sc

hool

is u

ncle

ar. T

here

is

no

com

mitm

ent t

o U

AE

na

tiona

l or

Em

irate

prio

ritie

s.

Lead

ers

have

not

insp

ired

the

scho

ol to

be

incl

usiv

e an

d pr

ovis

ion

for

stud

ents

with

sp

ecia

l edu

catio

nal n

eeds

is

limite

d an

d in

effe

ctiv

e.


85

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

6.1.

2 E

duc

atio

nal l

ead

ersh

ipLe

ader

s at

all

leve

ls, i

nclu

ding

th

e P

rinci

pal,

dem

onst

rate

co

mpr

ehen

sive

and

thor

ough

kn

owle

dge

of th

e cu

rric

ulum

an

d be

st p

ract

ices

in te

achi

ng,

lear

ning

and

ass

essm

ent.

They

ar

e fo

cuse

d on

opt

imis

ing

stud

ents

’ ach

ieve

men

t. C

olle

ctiv

ely,

they

are

hig

hly

effe

ctiv

e in

est

ablis

hing

an

incl

usiv

e sc

hool

with

a

purp

osef

ul le

arni

ng c

ultu

re a

nd in

ac

hiev

ing

very

hig

h st

anda

rds

of

stud

ents

’ lea

rnin

g an

d pe

rson

al

deve

lopm

ent.

Lead

ers

at a

ll le

vels

, inc

ludi

ng

the

Prin

cipa

l, de

mon

stra

te

thor

ough

kno

wle

dge

of th

e cu

rric

ulum

and

bes

t pra

ctic

es

in te

achi

ng, l

earn

ing

and

asse

ssm

ent.

They

are

focu

sed

on in

crea

sing

stu

dent

s’

achi

evem

ent.

Col

lect

ivel

y, th

ey

are

very

effe

ctiv

e in

est

ablis

hing

an

incl

usiv

e sc

hool

with

a

purp

osef

ul le

arni

ng c

ultu

re a

nd

in a

chie

ving

hig

h st

anda

rds

of

stud

ents

’ lea

rnin

g an

d pe

rson

al

deve

lopm

ent.

Mos

t lea

ders

dem

onst

rate

se

cure

kno

wle

dge

of th

e cu

rric

ulum

and

bes

t pra

ctic

es

in te

achi

ng, l

earn

ing

and

asse

ssm

ent.

They

are

effe

ctiv

e in

est

ablis

hing

a p

ositi

ve le

arni

ng

cultu

re a

nd in

ach

ievi

ng h

igh

stan

dard

s of

stu

dent

s’ le

arni

ng

and

pers

onal

dev

elop

men

t.

Mos

t lea

ders

dem

onst

rate

bas

ic

know

ledg

e of

the

curr

icul

um

and

best

pra

ctic

es in

teac

hing

, le

arni

ng a

nd a

sses

smen

t. Th

e sc

hool

cul

ture

gen

eral

ly fo

cuse

s on

bei

ng in

clus

ive

and

on

stud

ents

’ lea

rnin

g an

d pe

rson

al

deve

lopm

ent.

The

maj

ority

of l

eade

rs la

ck b

asic

kn

owle

dge

of th

e cu

rric

ulum

an

d be

st p

ract

ices

in te

achi

ng,

lear

ning

and

ass

essm

ent.

The

scho

ol c

ultu

re is

not

effe

ctiv

ely

incl

usiv

e or

focu

sed

on

stud

ents

’ lea

rnin

g an

d pe

rson

al

deve

lopm

ent.

Mos

t lea

ders

lack

bas

ic

know

ledg

e of

the

curr

icul

um

and

best

pra

ctic

es in

teac

hing

, le

arni

ng a

nd a

sses

smen

t. Th

e sc

hool

cul

ture

is n

ot fo

cuse

d on

st

uden

ts’ l

earn

ing

and

pers

onal

de

velo

pmen

t.

6.1.

3 R

elat

ions

hip

s an

d c

om

mun

icat

ion

Rel

atio

nshi

ps a

nd

com

mun

icat

ion

with

all

stak

ehol

ders

are

con

sist

ently

pr

ofes

sion

al a

nd h

ighl

y ef

fect

ive.

Th

e sc

hool

’s d

istri

bute

d le

ader

ship

bui

lds

capa

city

, em

pow

ers

indi

vidu

als

and

team

s, a

nd c

reat

es a

n et

hos

of

colle

ctiv

e re

spon

sibi

lity.

Mor

ale

thro

ugho

ut th

e sc

hool

is h

ighl

y po

sitiv

e.

Rel

atio

nshi

ps a

nd

com

mun

icat

ion

with

all

stak

ehol

ders

are

con

sist

ently

pr

ofes

sion

al a

nd e

ffect

ive.

The

sc

hool

dis

tribu

tes

lead

ersh

ip v

ery

effe

ctiv

ely

amon

gst c

ompe

tent

an

d sk

illed

indi

vidu

als

and

team

s an

d th

ere

is s

hare

d ac

coun

tabi

lity

for e

nsur

ing

very

go

od q

ualit

y ou

tcom

es. M

oral

e th

roug

hout

the

scho

ol is

ver

y po

sitiv

e.

Rel

atio

nshi

ps a

nd

com

mun

icat

ion

are

prof

essi

onal

an

d ef

fect

ive.

The

sch

ool

dele

gate

s le

ader

ship

effe

ctiv

ely

to in

divi

dual

s an

d te

ams,

and

ho

lds

them

acc

ount

able

for

ensu

ring

good

qua

lity

outc

omes

. M

oral

e th

roug

hout

the

scho

ol is

po

sitiv

e.

Rel

atio

nshi

ps a

nd

com

mun

icat

ion

are

prof

essi

onal

, al

thou

gh th

ey m

ay n

ot a

lway

s be

fu

lly e

ffect

ive.

Som

e m

embe

rs

of s

taff,

in a

dditi

on to

sen

ior

lead

ers,

hav

e cl

ear r

oles

and

re

spon

sibi

litie

s, a

nd m

ost s

taff

know

wha

t is

requ

ired

of th

em.

Mor

ale

is g

ener

ally

pos

itive

.

Rel

atio

nshi

ps a

nd

com

mun

icat

ion

are

rest

ricte

d an

d/or

unc

lear

. The

re is

littl

e de

lega

tion

and

mos

t dec

isio

n-m

akin

g re

side

s w

ith th

e P

rinci

pal.

Sta

ff m

embe

rs a

re n

ot w

holly

su

re w

hat i

s re

quire

d of

them

. M

oral

e is

low

.

Rel

atio

nshi

ps a

nd

com

mun

icat

ion

are

unpr

ofes

sion

al a

nd/o

r hig

hly

inef

fect

ive.

Sta

ff m

embe

rs d

o no

t kn

ow w

hat i

s re

quire

d of

them

. M

oral

e is

ver

y lo

w.

6.1.

4 C

apac

ity t

o in

nova

te a

nd im

pro

veLe

ader

s at

all

leve

ls d

emon

stra

te

very

cle

ar a

nd a

ccur

ate

unde

rsta

ndin

g of

wha

t nee

ds to

be

don

e to

inno

vate

and

impr

ove

the

scho

ol. T

hey

are

high

ly

effe

ctiv

e in

ant

icip

atin

g an

d ad

dres

sing

pot

entia

l bar

riers

to

sust

aine

d im

prov

emen

t.

Lead

ers

at a

ll le

vels

de

mon

stra

te c

lear

and

acc

urat

e un

ders

tand

ing

of w

hat n

eeds

to

be

done

to in

nova

te a

nd to

im

prov

e th

e sc

hool

. The

y ar

e ve

ry e

ffect

ive

in a

ntic

ipat

ing

and

addr

essi

ng p

oten

tial b

arrie

rs to

su

stai

ned

impr

ovem

ent.

Lead

ers

at a

ll le

vels

dem

onst

rate

cl

ear u

nder

stan

ding

of w

hat

need

s to

be

done

to in

nova

te

and

to im

prov

e th

e sc

hool

. Th

ey a

re e

ffect

ive

in a

ddre

ssin

g po

tent

ial b

arrie

rs in

ord

er to

su

stai

n im

prov

emen

t.

Lead

ers

at a

ll le

vels

dem

onst

rate

aw

aren

ess

that

furth

er

impr

ovem

ents

can

be

mad

e.

They

may

be

inco

nsis

tent

in

addr

essi

ng p

oten

tial b

arrie

rs

but t

hey

dem

onst

rate

suf

ficie

nt

capa

city

to m

ake

requ

ired

impr

ovem

ents

.

Lead

ers

are

reac

tive

to e

xter

nal

dem

ands

but

do

not s

uffic

ient

ly

inte

rnal

ise

the

need

for

impr

ovem

ent o

r cha

nge.

The

y m

ay b

e co

mpl

acen

t, in

secu

re

or in

sula

r, an

d th

eir c

apac

ity to

im

prov

e th

e sc

hool

is li

mite

d.

Lead

ers

dem

onst

rate

littl

e or

no

sign

of b

eing

willi

ng o

r abl

e to

im

prov

e th

e sc

hool

. The

y ig

nore

or

resi

st th

e pr

oces

s of

ext

erna

l ev

alua

tion.

6.1.

5 Im

pac

t o

n an

d a

cco

unta

bili

ty f

or

scho

ol p

erfo

rman

ce a

nd s

tand

ard

sLe

ader

s ha

ve b

een

inno

vativ

e an

d hi

ghly

suc

cess

ful i

n de

velo

ping

the

scho

ol. A

n et

hos

of c

olle

ctiv

e ac

coun

tabi

lity

ensu

res

cons

iste

ntly

exc

elle

nt

scho

ol p

erfo

rman

ce. L

eade

rs

ensu

re th

at th

e sc

hool

is

com

plia

nt w

ith s

tatu

tory

and

re

gula

tory

requ

irem

ents

.

Lead

ers

have

bee

n in

nova

tive

and

very

suc

cess

ful i

n de

velo

ping

the

scho

ol.

Col

lect

ive

acco

unta

bilit

y en

sure

s co

nsis

tent

ly h

igh

scho

ol

perfo

rman

ce. L

eade

rs e

nsur

e th

at th

e sc

hool

is c

ompl

iant

w

ith s

tatu

tory

and

regu

lato

ry

requ

irem

ents

.

Lead

ers

have

bee

n in

nova

tive

and

succ

essf

ul in

dev

elop

ing

aspe

cts

of th

e sc

hool

and

m

aint

aini

ng h

igh

scho

ol le

vel

perfo

rman

ce. L

eade

rs e

nsur

e th

at th

e sc

hool

is c

ompl

iant

w

ith s

tatu

tory

and

regu

lato

ry

requ

irem

ents

.

Lead

ers

have

impr

oved

som

e as

pect

s of

the

scho

ol a

nd

mai

ntai

ned

adeq

uate

sch

ool

perfo

rman

ce.

Lead

ers

ensu

re

that

the

scho

ol is

com

plia

nt

with

sta

tuto

ry a

nd re

gula

tory

re

quire

men

ts.

Lead

ers

have

not

bee

n su

cces

sful

in im

prov

ing

aspe

cts

of th

e w

ork

of th

e sc

hool

. Sch

ool

perfo

rman

ce a

nd s

tand

ards

are

in

cons

iste

nt a

nd/o

r ina

dequ

ate.

Le

ader

s do

not

ens

ure

that

th

e sc

hool

is c

ompl

iant

with

st

atut

ory

and

regu

lato

ry

requ

irem

ents

.

Lead

ers

have

had

min

imal

ef

fect

on

the

perfo

rman

ce o

f the

sc

hool

. The

sch

ool i

s in

dec

line

and

does

not

pro

vide

stu

dent

s w

ith a

wor

thw

hile

edu

catio

n. 85


86

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

eff

ectiv

enes

s o

f le

ader

ship

illu

stra

ted

bel

ow

w

oul

d b

e ev

alua

ted

as

out

stan

din

g.

• S

enio

r le

ader

s, a

nd in

par

ticul

ar t

he P

rinci

pal

, are

hig

hly

effe

ctiv

e, i

nsp

iratio

nal,

skill

ed p

ract

ition

ers

and

dis

pla

y a

high

lev

el o

f p

rofe

ssio

nal

com

pet

ence

. A

ll se

nior

sta

ff en

sure

com

preh

ensi

ve c

ompl

ianc

e w

ith l

ocal

and

nat

iona

l re

gula

tory

req

uire

men

ts.

Sen

ior

lead

ers

insp

ire a

nd e

nsur

e a

fully

incl

usiv

e sc

hool

. Sen

ior

lead

ers

com

mun

icat

e a

clea

r vi

ew o

f the

sch

ool’s

aim

s so

that

all

staf

f mem

bers

are

cle

ar

and

com

mitt

ed to

thei

r par

ts in

ach

ievi

ng th

e sc

hool

’s v

isio

n.

Loca

l an

d na

tiona

l pr

iorit

ies

are

evid

ent

feat

ures

of

the

scho

ol’s

pla

ns f

or im

prov

emen

t an

d ar

e re

gula

rly r

evis

ed t

o re

flect

em

ergi

ng g

over

nmen

t re

quire

men

ts.

Sch

ool l

eade

rs

plan

par

ticul

ar p

rogr

amm

es a

nd in

itiat

ives

tha

t ar

e ai

med

at

addr

essi

ng l

ocal

or

fede

ral

prio

ritie

s. F

or e

xam

ple,

Em

irati

stud

ents

req

uirin

g su

ppor

t w

ith E

nglis

h or

oth

er a

spec

ts

of t

heir

lear

ning

may

ben

efit

from

men

torin

g or

add

ition

al

assi

stan

ce.

• C

olle

ctiv

ely

the

scho

ol’s

lea

ders

hip

team

is

exce

ptio

nally

ef

fect

ive

in e

stab

lishi

ng a

n in

clus

ive

scho

ol w

ith a

pur

pose

ful

lear

ning

cul

ture

and

in

achi

evin

g ve

ry h

igh

stan

dard

s of

st

uden

ts’

lear

ning

an

d pe

rson

al

deve

lopm

ent.

A

seni

or

lead

er is

acc

ount

able

for

ensu

ring

high

qua

lity

and

effe

ctiv

e pr

ovis

ion

for

stud

ents

with

spe

cial

edu

catio

nal n

eeds

.

• R

elat

ions

hips

and

com

mun

icat

ion

with

all

stak

ehol

ders

are

co

nsis

tent

ly p

rofe

ssio

nal,

high

ly e

ffect

ive

and

stric

tly f

ollo

w

ethi

cal

prin

cipl

es.

Ther

e is

a c

lear

foc

us i

n th

e sc

hool

on

cons

ulta

tion

and

colle

giat

e w

orki

ng,

and

this

sec

ures

hig

h le

vels

of

com

mitm

ent

from

sta

ff. W

hen

nece

ssar

y, s

enio

r le

ader

s dr

ive

forw

ard

impr

ovem

ent

dire

ctly.

D

istr

ibut

ive

lead

ersh

ip b

uild

s an

d em

pow

ers

indi

vidu

als

and

team

s. T

here

is

a h

igh

leve

l of c

ompe

tenc

e an

d co

mm

itmen

t at

all

leve

ls.

The

role

s of

sen

ior

lead

ers

are

clea

rly d

efine

d, u

nder

stoo

d an

d al

igne

d to

sch

ool

prio

ritie

s. T

he s

choo

l is

suc

cess

ful

in c

reat

ing

an e

thos

of

colle

ctiv

e re

spon

sibi

lity

and

mut

ual

sup

por

t. M

oral

e th

roug

hout

the

sch

ool

is e

xcep

tiona

lly

posi

tive.

• T

he s

cho

ol

wo

rks

with

stu

den

ts,

par

ents

and

oth

er

stak

ehol

ders

to

deve

lop

and

shap

e a

shar

ed v

isio

n. T

his

is

com

mun

icat

ed e

ffect

ivel

y to

all

stak

ehol

ders

. Th

e w

ork

of

the

scho

ol g

ains

dire

ctio

n fro

m t

he c

lear

val

ues

and

aim

s.

Sta

ff m

embe

rs r

egul

arly

rev

iew

the

vis

ion,

val

ues

and

aim

s an

d th

is r

esul

ts i

n a

stro

ng s

ense

of

purp

ose

thro

ugho

ut

the

scho

ol.

Sta

ff m

embe

rs t

ake

full

acco

unt

of t

he s

choo

l’s

visi

on, v

alue

s an

d ai

ms

whe

n de

velo

ping

new

initi

ativ

es.

• S

enio

r le

ader

s in

th

e sc

hool

in

fluen

ce

deci

sion

-mak

ing,

an

d in

itiat

e, p

riorit

ise

and

lead

impr

ovem

ent

activ

ities

. Th

e re

crui

tmen

t an

d re

tent

ion

of h

igh-

qual

ity t

each

ers

are

key

prio

ritie

s. L

eade

rs a

re v

ery

rece

ptiv

e to

ext

erna

l eva

luat

ion

of t

he s

choo

l an

d m

anag

e th

e pr

oces

s pr

ofes

sion

ally

and

ve

ry e

ffici

ently

. It

may

be

that

con

text

ual c

hang

es s

uch

as

the

scho

ol’s

siz

e or

cha

ract

er h

ave

been

man

aged

effe

ctiv

ely

with

no

sign

ifica

nt i

mpa

ct o

n st

uden

t ou

tcom

es.

Lead

ers

have

bee

n ve

ry s

ucce

ssfu

l in

deve

lopi

ng t

he s

choo

l in

the


87

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

rece

nt p

ast.

In p

artic

ular

, le

ader

s ha

ve p

rove

d ca

pabl

e of

su

stai

ning

exc

elle

nt o

utco

mes

for

stu

dent

s or

hav

e m

ade

exce

ptio

nally

rapi

d im

prov

emen

ts to

the

scho

ol in

rela

tion

to

the

qual

ity o

f tea

chin

g, a

nd in

mee

ting

the

scho

ol’s

pro

mis

e to

par

ents

. Le

ader

s en

sure

the

sch

ool i

s co

mpl

iant

with

all

stat

utor

y an

d re

gula

tory

requ

irem

ents

.

The

eff

ectiv

enes

s o

f le

ader

ship

illu

stra

ted

bel

ow

w

oul

d b

e ev

alua

ted

as

go

od

.

• M

ost

seni

or l

eade

rs,

led

by t

he P

rinci

pal,

are

dedi

cate

d an

d ef

fect

ive.

The

y di

spla

y st

rong

pro

fess

iona

l com

pete

nce

and

dem

onst

rate

a m

oder

n un

ders

tand

ing

of b

est

curr

ent

educ

atio

nal

prac

tice.

A

rran

gem

ents

fo

r co

mpl

ianc

e w

ith

regu

latio

ns a

nd re

leva

nt b

ye-la

ws

are

man

aged

wel

l ens

urin

g no

bre

ache

s of

req

uire

men

ts.

Sen

ior

lead

ers

shar

e a

clea

r se

nse

of p

urpo

se a

s a

team

and

suc

cess

fully

com

mun

icat

e th

e sc

hool

’s a

ims.

Pla

ns f

or i

mpr

ovem

ent

are

alig

ned

to

loca

l and

nat

iona

l prio

ritie

s. T

his

will

incl

ude

spec

ific

proj

ects

to

add

ress

asp

ects

of

Em

irati

unde

r ac

hiev

emen

t. S

taff

mem

bers

are

cle

ar o

f th

eir

resp

onsi

bilit

ies

in a

chie

ving

the

sc

hool

’s v

isio

n. I

n m

any

depa

rtm

ents

and

/or

phas

es o

f th

e sc

hool

, th

ere

are

team

s w

ho w

ork

toge

ther

effe

ctiv

ely

and

have

de

mon

stra

ted

succ

ess

in

rais

ing

stud

ents

’ ac

hiev

emen

ts. R

emits

and

resp

onsi

bilit

ies

are

defin

ed c

lear

ly.

Con

sequ

ently

, lin

es o

f acc

ount

abilit

y ar

e kn

own

to a

ll.

• Le

ader

ship

is d

eleg

ated

effe

ctiv

ely

to in

divi

dual

s an

d te

ams

and

thes

e ar

e he

ld w

ell t

o ac

coun

t for

ens

urin

g go

od q

ualit

y ou

tcom

es. L

eade

rs d

emon

stra

te a

com

mitm

ent t

o in

clus

ion

and

to m

akin

g ef

fect

ive

prov

isio

n fo

r st

uden

ts w

ith s

peci

al

educ

atio

nal n

eeds

. A m

embe

r of

the

seni

or le

ader

ship

team

is

acc

ount

able

for

the

qua

lity

and

impa

ct o

f pr

ovis

ion

for

stud

ents

with

spe

cial

edu

catio

nal n

eeds

.

• W

orki

ng w

ith s

tude

nts

and

pare

nts,

sch

ool l

eade

rs e

stab

lish

a sh

ared

vis

ion,

whi

ch is

com

mun

icat

ed t

o al

l sta

keho

lder

s.

Con

sulta

tion

is a

reg

ular

fea

ture

of

the

wor

k of

sen

ior

staf

f. R

elat

ions

hips

are

pro

fess

iona

l an

d m

oral

e in

the

sch

ool

is

posi

tive.

• S

enio

r sta

ff m

embe

rs d

evis

e an

d le

ad im

prov

emen

t act

iviti

es

with

not

able

suc

cess

. D

evel

opm

ents

are

car

eful

ly o

vers

een

with

cl

ose

atte

ntio

n to

th

e im

pact

m

ade

on

stud

ents

’ ac

hiev

emen

t an

d th

eir

pers

onal

and

soc

ial

deve

lopm

ent.

Inpu

t fro

m e

xter

nal

eval

uatio

n is

wel

l m

anag

ed a

nd l

eads

to

car

eful

ly d

evis

ed a

nd w

ell-a

rtic

ulat

ed p

lans

for

fut

ure

deve

lopm

ent.

• Le

ader

s ha

ve

been

su

cces

sful

in

im

prov

ing

impo

rtan

t as

pect

s of

the

wor

k of

the

sch

ool

in t

he r

ecen

t pa

st.

As

a re

sult

of s

usta

ined

, go

od p

erfo

rman

ce,

ther

e is

a g

ood

rate

of

impr

ovem

ent

in t

he q

ualit

y of

stu

dent

s’ o

utco

mes

. Le

ader

s en

sure

the

scho

ol is

com

plia

nt w

ith a

ll st

atut

ory

and

regu

lato

ry re

quire

men

ts.


88

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

eff

ectiv

enes

s o

f le

ader

ship

illu

stra

ted

bel

ow

w

oul

d b

e ev

alua

ted

as

acce

pta

ble

.

• S

enio

r le

ader

s, i

nclu

ding

the

Prin

cipa

l, di

scha

rge

thei

r du

ties

com

pete

ntly.

Und

er t

heir

lead

ersh

ip t

he s

choo

l has

de

velo

ped

stea

dily

in t

he r

ecen

t pa

st.

They

com

mun

icat

e th

e sc

hool

’s

aim

s bu

t st

aff

are

uncl

ear

abou

t ho

w

initi

ativ

es r

elat

e to

the

sch

ool’s

vis

ion.

Cer

tain

loc

al a

nd

natio

nal

prio

ritie

s ar

e in

clud

ed w

ithin

the

sch

ool’s

pla

ns

for

impr

ovem

ent.

Pro

gram

mes

to

addr

ess

loca

l or

fede

ral

initi

ativ

es f

eatu

re in

cer

tain

pha

ses

or d

epar

tmen

ts in

the

sc

hool

.

• Th

e ro

les

of s

enio

r le

ader

s ar

e de

fined

, bu

t no

t al

way

s al

igne

d to

sch

ool

prio

ritie

s. S

enio

r le

ader

s co

ntrib

ute

to

deci

sion

-mak

ing

but

rare

ly in

itiat

e an

d le

ad im

prov

emen

t ac

tiviti

es.

They

ens

ure

that

som

e de

velo

pmen

t pr

iorit

ies

resu

lt in

im

prov

ed l

earn

ing

outc

omes

for

stu

dent

s bu

t th

e sc

hool

cul

ture

is

not

cons

iste

ntly

foc

used

on

bein

g ef

fect

ivel

y in

clus

ive

and

on s

tude

nts’

lear

ning

and

per

sona

l d

evel

op

men

t. S

enio

r le

ader

s m

ay h

ave

del

egat

ed t

he

resp

onsi

bilit

y fo

r th

e qu

ality

of

the

prov

isio

n fo

r st

uden

ts

with

spe

cial

edu

catio

nal

need

s to

a s

peci

fic m

embe

r of

st

aff.

How

ever

, lin

ks w

ith t

his

pers

on m

ay n

ot a

lway

s be

fu

lly e

ffect

ive.

• R

elat

ions

hip

s an

d c

om

mun

icat

ion,

whi

lst

pro

fess

iona

l, m

ay n

ot a

lway

s be

ful

ly e

ffect

ive.

The

re is

a v

aria

ble

focu

s in

the

sch

ool

on c

onsu

ltatio

n an

d co

llegi

ate

wor

king

, an

d th

is r

esul

ts in

mix

ed le

vels

of

com

mitm

ent

from

sta

ff. T

here

ha

s be

en s

ome

allo

catio

n of

lead

ersh

ip r

oles

to

a fe

w s

taff.

M

oral

e is

gen

eral

ly p

ositi

ve.

Th

e sc

hool

con

sults

stu

dent

s, p

aren

ts a

nd o

ther

sta

keho

lder

s w

hen

deve

lopi

ng t

he s

choo

l vis

ion

but

ther

e is

litt

le a

naly

sis

of th

is c

onsu

ltatio

n an

d it

does

not

info

rm th

e vi

sion

. All

staf

f ar

e aw

are

of th

e sc

hool

’s v

alue

s an

d ai

ms.

The

sch

ool l

acks

a

form

al p

roce

ss to

revi

ew th

e vi

sion

, val

ues

and

aim

s. S

taff

mem

bers

tak

e so

me

acco

unt

of t

he s

choo

l’s v

isio

n, v

alue

s an

d ai

ms

whe

n de

velo

ping

new

initi

ativ

es.

• S

en

ior

lea

de

rs l

ea

d a

nd

in

flu

en

ce

de

cis

ion

-ma

kin

g an

d i

mp

rove

men

t ac

tiviti

es.

The

re a

re v

aria

ble

lev

els

of

com

pet

ence

and

co

mm

itmen

t at

all

leve

ls.

Lead

ers

appr

ecia

te t

he b

enefi

ts o

f ex

tern

al e

valu

atio

n an

d m

anag

e th

e ou

tcom

es o

f the

pro

cess

effe

ctiv

ely.

• Th

e se

nior

lea

ders

hav

e ha

d so

me

succ

ess

in i

mpr

ovin

g as

pect

s of

the

wor

k of

the

sch

ool,

incl

udin

g th

e re

tent

ion

of

succ

essf

ul te

ache

rs. L

eade

rs e

nsur

e th

e sc

hool

is c

ompl

iant

w

ith a

ll st

atut

ory

and

regu

lato

ry re

quire

men

ts.


89

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

eff

ectiv

enes

s o

f le

ader

ship

illu

stra

ted

bel

ow

is

unl

ikel

y to

be

acce

pta

ble

.

• Le

ader

s, a

nd in

par

ticul

ar th

e P

rinci

pal,

lack

com

pete

nce

or

prof

essi

onal

eth

ical

sta

ndar

ds; t

here

is c

ompl

acen

cy a

bout

st

anda

rds

and

qual

ity, a

nd c

omm

itmen

t to

impr

ovem

ent i

s la

ckin

g. T

he s

choo

l’s v

isio

n is

not

exp

licit

and/

or it

is n

ot

know

n or

sha

red

amon

gst

all s

take

hold

ers;

con

sequ

ently

, th

e di

rect

ion

is u

ncle

ar.

The

scho

ol c

ultu

re is

insu

ffici

ently

fo

cuse

d on

stu

dent

s’ le

arni

ng a

nd p

erso

nal d

evel

opm

ent.

• Fe

w l

eade

rshi

p re

spon

sibi

litie

s ex

ist

beyo

nd t

he s

enio

r le

ader

ship

tea

m.

Incl

usio

n is

not

effe

ctiv

e. T

here

is

no

seni

or l

eade

r w

ho t

akes

dire

ct r

espo

nsib

ility

for

over

all

acco

unta

bilit

y fo

r th

e ef

fect

iven

ess

of

the

pro

visi

on

mad

e an

d f

or

the

achi

evem

ent

of s

tude

nts

with

spe

cial

ed

ucat

iona

l nee

ds.

• S

taff

mo

rale

hi

nder

s ad

equa

te

rela

tions

hip

s an

d co

mm

unic

atio

n.

• Th

e le

ader

ship

’s m

anag

emen

t of

the

sig

nific

ant

turn

over

of

teac

hers

has

a n

egat

ive

impa

ct o

n st

uden

ts’ o

utco

mes

. Le

ader

s do

not

em

brac

e th

e pr

oces

s of

ext

erna

l eva

luat

ion

or m

anag

e it

effic

ient

ly. T

he s

choo

l is

in d

eclin

e an

d do

es

not p

rovi

de s

tude

nts

with

a w

orth

whi

le e

duca

tion.

• Le

ader

s ha

ve h

ad li

ttle

impa

ct o

n th

e pe

rform

ance

of

the

scho

ol in

the

rece

nt p

ast.

The

scho

ol m

ay n

ot b

e co

mpl

iant

w

ith s

tatu

tory

and

regu

lato

ry re

quire

men

ts.


90

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

6.2

Sel

f-ev

alua

tion

and

imp

rove

men

t p

lann

ing

Ele

men

ts

6.2.

1 P

roce

sses

fo

r sc

hoo

l sel

f-ev

alua

tion

6.2.

2 M

oni

tori

ng a

nd e

valu

atio

n o

f te

achi

ng a

nd le

arni

ng in

rel

atio

n to

stu

den

ts’ a

chie

vem

ent

6.2.

3 T

he p

roce

sses

and

imp

act

of

scho

ol i

mp

rove

men

t p

lann

ing

6.2.

4 Im

pro

vem

ent

ove

r tim

e

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

6.2.

1 P

roce

sses

fo

r sc

hoo

l sel

f-ev

alua

tion

Sys

tem

atic

and

rig

or-

ous

self-

eval

uatio

n,

usin

g bo

th in

tern

al a

nd

exte

rnal

dat

a, is

em

-be

dded

in th

e sc

hool

’s

impr

ovem

ent p

lann

ing

and

in it

s pr

actic

es a

t al

l lev

els.

The

sch

ool

know

s its

str

engt

hs a

nd

area

s fo

r im

prov

emen

t ex

cept

iona

lly w

ell.

All

prio

ritie

s ar

e ac

cura

tely

id

entifi

ed a

nd a

naly

sed.

Sys

tem

atic

and

rig

orou

s se

lf-ev

alua

tion,

us

ing

both

inte

rnal

an

d ex

tern

al d

ata,

is

em

bedd

ed in

the

scho

ol’s

impr

ovem

ent

plan

ning

and

in it

s pr

actic

es a

t alm

ost

all l

evel

s. T

he s

choo

l kn

ows

its s

tren

gths

and

ar

eas

for

impr

ovem

ent

very

wel

l. Th

e ke

y pr

iorit

ies

are

accu

rate

ly

iden

tified

and

ana

lyse

d.

Sys

tem

atic

sel

f-ev

alua

tion,

usi

ng b

oth

inte

rnal

and

ext

erna

l da

ta, i

s em

bedd

ed

in th

e sc

hool

’s

impr

ovem

ent p

lann

ing

and

in it

s pr

actic

es a

t m

ost l

evel

s. T

he s

choo

l kn

ows

its s

tren

gths

and

ar

eas

for

impr

ovem

ent

wel

l. M

ost k

ey p

riorit

ies

are

iden

tified

and

an

alys

ed.

Sel

f-ev

alua

tion,

us

ing

both

inte

rnal

an

d ex

tern

al d

ata,

is

incr

easi

ngly

use

d in

the

scho

ol’s

im

prov

emen

t pla

nnin

g bu

t is

inco

nsis

tent

in

prac

tice.

The

sch

ool

has

a re

alis

tic v

iew

of

the

maj

ority

of i

ts k

ey

prio

ritie

s.

Sel

f-ev

alua

tion

is

unde

rdev

elop

ed.

Sch

ool i

mpr

ovem

ent

plan

ning

is w

eak.

The

sc

hool

doe

s no

t hav

e a

real

istic

vie

w o

f its

pr

iorit

ies.

Sel

f-ev

alua

tion

is li

mite

d in

sco

pe o

r no

n-ex

iste

nt. T

he s

choo

l has

an

inac

cura

te, i

nflat

ed

or s

erio

usly

flaw

ed v

iew

of

its

perfo

rman

ce a

nd

stan

dard

s.


91

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d Ar

ab E

mir

ates

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hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

6.2.

2 M

oni

tori

ng a

nd e

valu

atio

n o

f te

achi

ng a

nd le

arni

ng in

rel

atio

n to

stu

den

ts’ a

chie

vem

ents

Sys

tem

atic

and

rigo

rous

m

onito

ring

ensu

res

that

ther

e is

acc

urat

e ev

alua

tion

of te

achi

ng

and

lear

ning

and

thei

r ef

fect

on

stud

ents

’ ac

hiev

emen

t.

Sys

tem

atic

and

ver

y ef

fect

ive

mon

itorin

g en

sure

s th

at th

ere

is

in-d

epth

eva

luat

ion

of

teac

hing

and

lear

ning

an

d th

eir

effe

ct o

n st

uden

ts’ a

chie

vem

ent.

Effe

ctiv

e m

onito

ring

ensu

res

that

ther

e is

ap

prop

riate

eva

luat

ion

of te

achi

ng a

nd le

arni

ng

and

thei

r ef

fect

on

stud

ents

’ ach

ieve

men

t.

Mon

itorin

g of

teac

hing

an

d le

arni

ng ta

kes

plac

e bu

t it i

s no

t su

ffici

ently

focu

sed

on

thei

r ef

fect

on

stud

ents

’ ac

hiev

emen

t.

Mon

itorin

g of

teac

hing

an

d le

arni

ng is

lim

ited

and

unde

rdev

elop

ed.

It is

not

focu

sed

on

stud

ents

’ ach

ieve

men

t.

Ther

e ar

e no

effe

ctiv

e ar

rang

emen

ts fo

r m

onito

ring

of te

achi

ng

and

lear

ning

.

6.2.

3 T

he p

roce

sses

and

imp

act

of

scho

ol i

mp

rove

men

t p

lann

ing

Sch

ool i

mpr

ovem

ent

plan

s ar

e co

here

nt,

ambi

tious

and

bas

ed

on a

ccur

ate

self-

eval

uatio

n. T

hey

cont

ain

exte

nsiv

e st

rate

gic

and

oper

atio

nal

actio

ns, w

hich

pro

mot

e in

nova

tive

and

crea

tive

solu

tions

to a

ddre

ss

the

scho

ol’s

and

the

UA

E’s

nat

iona

l prio

ritie

s.

They

resu

lt in

sus

tain

ed,

posi

tive

effe

cts

on

stud

ents

’ ach

ieve

men

t.

Sch

ool i

mpr

ovem

ent

plan

s ar

e co

here

nt a

nd

base

d on

acc

urat

e se

lf-ev

alua

tion.

The

y co

ntai

n st

rate

gic

and

oper

atio

nal a

ctio

ns,

whi

ch p

rom

ote

crea

tive

solu

tions

to a

ddre

ss

the

scho

ol’s

and

the

UA

E’s

nat

iona

l prio

ritie

s.

They

resu

lt in

sus

tain

ed,

posi

tive

effe

cts

on

stud

ents

’ ach

ieve

men

t.

Sch

ool i

mpr

ovem

ent

plan

s ar

e co

mpr

ehen

sive

and

ba

sed

on th

ough

tful

self-

eval

uatio

n. T

hey

cont

ain

deta

iled

actio

ns

and

wel

l-foc

used

goa

ls,

to a

ddre

ss th

e sc

hool

’s

and

the

UA

E’s

nat

iona

l pr

iorit

ies.

The

y re

sult

in p

ositi

ve e

ffect

s on

st

uden

ts’ a

chie

vem

ent.

Sch

ool i

mpr

ovem

ent

plan

s ar

e ad

equa

te a

nd

base

d on

sim

ple

self-

eval

uatio

n. T

hey

cont

ain

appr

opria

te a

ctio

ns

and

achi

evab

le g

oals

, w

hich

add

ress

the

scho

ol’s

and

the

UA

E’s

na

tiona

l prio

ritie

s. T

hey

resu

lt in

impr

ovem

ent i

n st

uden

ts’ a

chie

vem

ent

but t

his

may

be

inco

nsis

tent

.

Sch

ool i

mpr

ovem

ent

plan

s ar

e no

t suf

ficie

ntly

co

here

nt o

r de

taile

d.

Sel

f-ev

alua

tion

is

inad

equa

te, a

nd

does

not

use

inte

rnal

or

ext

erna

l dat

a.

Impr

ovem

ent p

lans

do

not c

onta

in a

ppro

pria

te

goal

s or

real

istic

pr

iorit

ies.

The

re is

litt

le

posi

tive

impa

ct o

n st

uden

ts’ a

chie

vem

ent.

Ther

e ar

e no

effe

ctiv

e im

prov

emen

t pla

ns in

pl

ace.

6.2.

4 Im

pro

vem

ent

ove

r tim

e

All

the

reco

mm

enda

tions

fro

m th

e pr

evio

us

insp

ectio

n re

port

hav

e be

en im

plem

ente

d in

full.

The

sch

ool

has

show

n su

stai

ned

impr

ovem

ents

ove

r tim

e in

all

area

s.

All

the

reco

mm

enda

tions

fro

m th

e pr

evio

us

insp

ectio

n re

port

hav

e be

en im

plem

ente

d or

are

in th

e pr

oces

s of

impl

emen

tatio

n.

The

scho

ol h

as

show

n su

stai

ned

impr

ovem

ents

ove

r tim

e in

all

key

area

s.

Ther

e ha

s be

en

sign

ifica

nt p

rogr

ess

in

addr

essi

ng a

lmos

t all

of

the

reco

mm

enda

tions

in

the

prev

ious

insp

ectio

n re

port

. The

sch

ool

has

show

n su

stai

ned

impr

ovem

ents

ove

r tim

e in

mos

t key

are

as.

Ther

e ha

s be

en

prog

ress

in a

ddre

ssin

g m

ost o

f the

re

com

men

datio

ns fr

om

the

prev

ious

insp

ectio

n re

port

. The

sch

ool h

as

show

n im

prov

emen

ts

over

tim

e in

mos

t key

ar

eas

but t

hese

may

be

inco

nsis

tent

or

not

sust

aine

d.

Ther

e ha

s be

en li

mite

d pr

ogre

ss in

add

ress

ing

the

reco

mm

enda

tions

fro

m th

e pr

evio

us

insp

ectio

n re

port

. The

sc

hool

has

sho

wn

limite

d im

prov

emen

ts

over

tim

e in

key

are

as.

Ther

e ha

s be

en m

inim

al

prog

ress

in a

ddre

ssin

g th

e re

com

men

datio

ns

from

the

prev

ious

in

spec

tion

repo

rt. T

he

scho

ol h

as s

how

n lit

tle

impr

ovem

ent o

ver

time.


92

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d Ar

ab E

mir

ates

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hool

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n Fr

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2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Sel

f-ev

alua

tion

and

imp

rove

men

t p

lann

ing

ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s o

utst

and

ing

.

• S

taff

mem

bers

are

fully

invo

lved

in s

yste

mat

ic s

elf-

eval

uatio

n,

whi

ch h

as t

he e

xplic

it pu

rpos

e of

im

prov

ing

the

qual

ity o

f st

uden

ts’

expe

rienc

es a

nd t

heir

stan

dard

s of

att

ainm

ent.

Sel

f-ev

alua

tion

is r

igor

ous

and

gene

rate

s va

lid a

nd r

elia

ble

evid

ence

, w

hich

co

ntrib

utes

si

gnifi

cant

ly

to

proc

edur

es

for

assu

ring

qual

ity.

Pos

itive

ste

ps a

re t

aken

to

gath

er t

he

view

s of

par

ents

, st

uden

ts a

nd o

ther

s ab

out

the

qual

ity o

f se

rvic

e pr

ovid

ed b

y th

e sc

hool

, and

effe

ctiv

e ac

tion

is ta

ken

in r

espo

nse.

Par

ents

, st

uden

ts a

nd o

ther

s he

lp t

o id

entif

y th

e sc

hool

’s s

tren

gths

, de

velo

pmen

t ne

eds

and

plan

ning

pr

iorit

ies.

Inf

orm

atio

n fro

m s

taff

revi

ew a

nd o

ther

sou

rces

is

use

d to

info

rm t

he s

choo

l’s s

elf-

eval

uatio

n an

d pl

anni

ng

proc

ess.

• S

enio

r le

ader

s m

onito

r te

ache

rs’

plan

s, e

valu

ate

stud

ents

’ cl

assr

oo

m e

xper

ienc

es,

trac

k st

uden

ts’

atta

inm

ent

and

eval

uate

the

ir pr

ogre

ss t

owar

ds m

eetin

g ag

reed

tar

gets

. S

enio

r le

ader

s sy

stem

atic

ally

mon

itor

the

effe

ctiv

enes

s of

st

aff t

eam

s. S

taff

mem

bers

rig

orou

sly

mon

itor

and

eval

uate

pr

ogre

ss

in

impl

emen

ting

the

impr

ovem

ent

plan

an

d in

m

eetin

g ag

reed

targ

ets.

Effe

ctiv

e pe

rform

ance

man

agem

ent

arra

ngem

ents

hel

p th

e sc

hool

to

eval

uate

acc

urat

ely

and

addr

ess

the

prof

essi

onal

nee

ds o

f sta

ff an

d fu

lfil t

he a

ims

of

the

scho

ol.

• S

elf-

eval

uatio

n pr

ovid

es v

alid

, co

mpr

ehen

sive

and

rel

iabl

e an

alys

is fo

r ide

ntify

ing

key

prio

ritie

s fo

r the

pre

para

tion

of th

e im

prov

emen

t pl

an a

nd in

volv

es s

taff,

par

ents

and

stu

dent

s as

app

ropr

iate

. S

kilfu

l ana

lyse

s ar

e ba

sed

on e

xten

sive

and

ac

cura

te in

form

atio

n fro

m w

ithin

the

sch

ool a

s w

ell a

s da

ta

from

ext

erna

l sou

rces

, in

clud

ing

inte

rnat

iona

l ass

essm

ents

. Th

e st

rate

gies

ado

pted

in

the

plan

are

lin

ked

clea

rly t

o st

uden

ts’

perfo

rman

ce a

nd h

ave

aspi

ratio

nal

but

real

istic

go

als.

The

str

ateg

ies

are

impl

emen

ted

thor

ough

ly, a

nd re

sult

in g

enui

ne im

prov

emen

t. A

rran

gem

ents

for

repo

rtin

g on

the

st

anda

rds

and

qual

ity o

f th

e sc

hool

alw

ays

incl

ude

a fo

cus

on th

e im

pact

of d

evel

opm

ents

.

• Th

e sc

hool

mon

itors

and

man

ages

cha

nge

quic

kly,

flex

ibly

an

d s

ucce

ssfu

lly.

Sen

ior

lead

ers

are

very

effe

ctiv

e at

pr

iorit

isin

g an

d ac

ting

upon

a m

anag

eabl

e nu

mbe

r of

key

in

itiat

ives

and

invo

lve

stak

ehol

ders

in th

e pr

oces

s. A

naly

tical

ap

prai

sal o

f all

aspe

cts

of p

erfo

rman

ce h

as le

d to

suc

cess

ful

impr

ovem

ents

, mos

t not

ably

the

reco

mm

enda

tions

from

the

prev

ious

insp

ectio

n.


93

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d Ar

ab E

mir

ates

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hool

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ectio

n Fr

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-201

6

Sel

f-ev

alua

tion

and

imp

rove

men

t p

lann

ing

ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s g

oo

d.

• S

elf

-eva

lua

tio

n

arr

an

ge

me

nts

a

re

co

mp

reh

en

sive

. In

form

atio

n ga

ther

ed fr

om a

rang

e of

sou

rces

is a

naly

sed

and

prov

ides

an

accu

rate

bas

is fo

r con

clus

ions

. Inf

orm

atio

n fro

m

evid

ence

is u

sed

wel

l to

info

rm t

he p

lann

ing

proc

ess.

As

a co

nseq

uenc

e of

the

se a

rran

gem

ents

, se

nior

sta

ff m

embe

rs

know

the

scho

ol w

ell a

nd a

ccur

atel

y id

entif

y ke

y pr

iorit

ies

for

the

futu

re.

• P

roce

sses

fo

r m

oni

torin

g

and

ev

alua

tion

incl

ude

an

appr

opria

te fo

cus

on s

tude

nts’

out

com

es a

nd t

he q

ualit

y of

te

achi

ng in

the

scho

ol.

Feed

back

from

stu

dent

s an

d pa

rent

s ar

e no

tabl

e fe

atur

es o

f se

lf-ev

alua

tion

and

info

rmat

ion

from

st

akeh

olde

rs i

s us

ed e

ffect

ivel

y to

inf

orm

dev

elop

men

ts.

Sen

ior

staf

f m

embe

rs m

eet

regu

larly

to

disc

uss

prog

ress

to

wa

rds

ac

hie

vin

g im

pro

vem

en

t g

oa

ls.

Th

ey

am

en

d pr

oced

ures

to m

aint

ain

stan

dard

s, a

s ne

cess

ary.

• Th

e sc

hool

pre

pare

s an

impr

ovem

ent p

lan

on th

e ba

sis

of a

su

ffici

ently

wid

e ra

nge

of s

uita

ble

evid

ence

, inc

ludi

ng e

xter

nal

sour

ces

such

as

inte

rnat

iona

l as

sess

men

ts.

The

plan

has

ap

prop

riate

tar

gets

, w

hich

are

lin

ked

clea

rly t

o st

uden

ts’

outc

omes

. R

ecen

t im

prov

emen

t pl

ans

have

bro

ught

abo

ut

nota

ble

impr

ovem

ents

in

the

wor

k of

the

sch

ool.

Rep

orts

on t

he s

tand

ards

and

qua

lity

achi

eved

by

the

scho

ol a

re

com

preh

ensi

ve a

nd p

rovi

de a

n ac

cura

te a

ccou

nt o

f th

e sc

hool

s’ s

tren

gths

and

wea

knes

ses.

• D

evel

op

men

ts in

the

sch

oo

l are

man

aged

car

eful

ly w

ith

an a

ppro

pria

te f

ocus

on

achi

evin

g th

e go

als

with

in r

ealis

tic

times

cale

s. M

ost

staf

f in

the

sch

ool a

re a

ctiv

ely

invo

lved

in

imp

lem

entin

g s

trat

egie

s fo

r im

pro

vem

ent.

Dev

elo

pm

ent

plan

s ar

e su

ffici

ently

com

preh

ensi

ve a

nd c

lear

. Con

sequ

ently

, th

e sc

hool

has

mad

e si

gnifi

cant

pro

gres

s in

add

ress

ing

all o

f th

e re

com

men

datio

ns fr

om th

e pr

evio

us re

port

.

Sel

f-ev

alua

tion

and

imp

rove

men

t p

lann

ing

ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d a

s ac

cep

tab

le.

• E

vide

nce

to s

uppo

rt s

elf-

eval

uatio

n is

gat

here

d fro

m a

rang

e of

sou

rces

. It

is a

naly

sed

and

prov

ides

a w

orka

ble

basi

s fo

r pr

oced

ures

for a

ssur

ing

qual

ity. I

nfor

mat

ion

from

sta

ff re

view

an

d ot

her

sour

ces

feed

s in

to th

e pl

anni

ng p

roce

ss.

• P

erfo

rman

ce m

easu

rem

ent a

nd re

view

take

acc

ount

of b

est

prac

tice.

The

sch

ool

rece

ives

fee

dbac

k an

d ta

kes

form

al

step

s to

find

out

wha

t par

ents

, stu

dent

s an

d ot

hers

feel

abo

ut

the

qual

ity o

f ser

vice

, and

eng

ages

them

in c

onsu

ltatio

n. T

he

outc

omes

of

feed

back

rec

eive

d ar

e vi

sibl

e in

sub

sequ

ent

actio

ns.

Sen

ior

lead

ers

eval

uate

the

sch

ool’s

wor

k an

d us

e


94

Unite

d Ar

ab E

mir

ates

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hool

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-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

a ra

nge

of m

etho

ds, w

hich

incl

ude

a fo

cus

on t

he q

ualit

y of

st

uden

ts’ e

xper

ienc

es a

nd t

heir

atta

inm

ent.

The

y ha

ve a

n ov

ervi

ew o

f the

wor

k of

sta

ff an

d ev

alua

te th

eir e

ffect

iven

ess

by fo

cusi

ng o

n th

e ou

tcom

es o

f the

ir w

ork.

Pro

gres

s to

war

ds

mee

ting

targ

ets

in th

e im

prov

emen

t pla

n is

eva

luat

ed.

• Th

e sc

hool

pre

par

es a

n im

pro

vem

ent

pla

n on

the

bas

is

of a

lim

ited

rang

e of

sui

tabl

e ev

iden

ce,

incl

udin

g ex

tern

al

sour

ces

such

as

inte

rnat

iona

l as

sess

men

ts.

The

plan

has

re

leva

nt ta

rget

s, a

lthou

gh th

ese

may

not

be

focu

sed

shar

ply

enou

gh n

or li

nked

cle

arly

to

stud

ents

’ ou

tcom

es.

Ther

e is

ev

iden

ce th

at re

cent

pla

ns h

ave

brou

ght a

bout

at l

east

som

e of

the

int

ende

d im

prov

emen

ts.

Rep

orts

on

the

stan

dard

s an

d qu

ality

ach

ieve

d by

the

sch

ool a

re m

ainl

y de

scrip

tive,

bu

t in

clud

e ev

alua

tions

of

som

e de

velo

pmen

ts a

nd r

efer

to

area

s fo

r im

prov

emen

t as

wel

l as

stre

ngth

s.

• Th

e sc

hool

mon

itors

and

man

ages

cha

nge

com

pet

ently

. M

ost

staf

f in

the

sch

ool

are

com

mitt

ed t

o pl

anni

ng a

nd

impl

emen

ting

stra

tegi

es f

or i

mpr

ovem

ent.

The

scho

ol h

as

anal

ysed

asp

ects

of

perfo

rman

ce a

nd u

ses

the

resu

lts t

o in

form

cha

nge

with

in th

ose

aspe

cts.

As

a re

sult,

it h

as m

ade

prog

ress

in a

ddre

ssin

g m

ost

of t

he r

ecom

men

datio

ns f

rom

th

e pr

evio

us re

port

.

Sel

f-ev

alua

tion

and

imp

rove

men

t p

lann

ing

ill

ustr

ated

bel

ow

is u

nlik

ely

to b

e ac

cep

tab

le.

• S

elf-

eval

uatio

n is

reg

arde

d as

the

res

pons

ibilit

y of

sen

ior

lead

ers

only.

The

evi

denc

e ga

ther

ed is

too

narr

owly

focu

sed

and

does

no

t in

clud

e an

y ou

tcom

es

of

staf

f re

view

or

an

alys

es o

f int

erna

tiona

l ass

essm

ents

. Sel

f-ev

alua

tion

lack

s rig

our

and

is n

ot s

yste

mat

ic;

som

e ar

eas

rece

ive

frequ

ent

atte

ntio

n w

hile

oth

er k

ey a

reas

are

neg

lect

ed.

The

scho

ol

does

not

con

sult

or a

ct o

n an

y fe

edba

ck it

rece

ives

.

• E

valu

atio

n m

etho

ds a

re li

mite

d in

sco

pe a

nd d

o no

t fo

cus

on t

he q

ualit

y of

stu

dent

s’ e

xper

ienc

es a

nd s

tand

ards

of

atta

inm

ent,

or o

n im

prov

ing

thes

e. M

onito

ring

of te

achi

ng a

nd

lear

ning

is u

nsys

tem

atic

and

doe

s no

t id

entif

y w

eakn

esse

s in

pra

ctic

es a

nd th

e im

pact

of t

hese

on

stud

ents

’ lea

rnin

g.

• Ta

rget

s in

im

prov

emen

t pl

anni

ng a

re t

oo m

any,

unr

ealis

tic

and

unac

hiev

able

.

• P

rogr

ess

tow

ards

mee

ting

agre

ed t

arge

ts f

or im

prov

emen

t is

not

eva

luat

ed,

and

ther

e is

litt

le e

vide

nce

of t

he i

mpa

ct

of

the

impr

ovem

ent

plan

, es

peci

ally

w

ith

rega

rd

to

the

reco

mm

enda

tions

from

the

pre

viou

s re

port

. R

epor

ts o

n th

e st

anda

rds

and

qual

ity o

f th

e w

orki

ng o

f th

e sc

hool

do

not

accu

rate

ly id

entif

y st

reng

ths

and

area

s fo

r im

prov

emen

t, an

d ar

e de

scrip

tive

rath

er th

an e

valu

ativ

e.


95

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d Ar

ab E

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-201

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96

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

6.3

Par

tner

ship

s w

ith p

aren

ts a

nd t

he c

om

mun

ity

Ele

men

ts

6.3.

1 P

aren

tal i

nvo

lvem

ent

6.3.

2 C

om

mun

icat

ion

6.3.

3 R

epo

rtin

g

6.3.

4 C

om

mun

ity, n

atio

nal a

nd r

elev

ant

inte

rnat

iona

l par

tner

ship

s

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

6.3.

1 P

aren

tal i

nvo

lvem

ent

The

scho

ol is

hig

hly

succ

essf

ul in

ext

ensi

vely

en

gagi

ng p

aren

ts a

s pa

rtne

rs in

thei

r ch

ildre

n’s

lear

ning

and

in s

choo

l lif

e. T

he v

iew

s of

par

ents

ar

e fre

quen

tly s

ough

t an

d fu

lly c

onsi

dere

d w

hen

shap

ing

scho

ol

impr

ovem

ent p

riorit

ies.

P

aren

tal i

nvol

vem

ent

mak

es a

hig

hly

posi

tive

and

effe

ctiv

e co

ntrib

utio

n to

rai

sing

sta

ndar

ds.

The

scho

ol is

suc

cess

ful

in e

ffect

ivel

y en

gagi

ng

pare

nts

as p

artn

ers

in

thei

r ch

ildre

n’s

lear

ning

an

d in

sch

ool l

ife. T

he

view

s of

par

ents

are

fully

co

nsid

ered

whe

n sh

apin

g sc

hool

impr

ovem

ent

prio

ritie

s. P

aren

tal

invo

lvem

ent m

akes

a

high

ly p

ositi

ve c

ontr

ibut

ion

to r

aisi

ng s

tand

ards

.

The

scho

ol is

suc

cess

ful

in e

ngag

ing

pare

nts

as

part

ners

in th

eir

child

ren’

s le

arni

ng a

nd in

sch

ool l

ife.

The

view

s of

par

ents

are

co

nsid

ered

whe

n sh

apin

g sc

hool

impr

ovem

ent

prio

ritie

s. P

aren

tal

invo

lvem

ent m

akes

a v

ery

posi

tive

cont

ribut

ion

to

rais

ing

stan

dard

s.

The

scho

ol in

volv

es

pare

nts

in s

ome

aspe

cts

of th

eir

child

ren’

s le

arni

ng

and

scho

ol li

fe. T

he v

iew

s of

par

ents

are

usu

ally

co

nsid

ered

whe

n sh

apin

g sc

hool

impr

ovem

ent

prio

ritie

s. P

aren

tal

invo

lvem

ent m

akes

a

posi

tive

cont

ribut

ion

to

rais

ing

stan

dard

s.

The

scho

ol r

arel

y in

volv

es

pare

nts

in th

eir

child

ren’

s le

arni

ng o

r sc

hool

life

. Th

e vi

ews

of p

aren

ts

are

rare

ly c

onsi

dere

d w

hen

shap

ing

scho

ol

impr

ovem

ent p

riorit

ies.

P

aren

tal i

nvol

vem

ent h

as

limite

d ef

fect

on

polic

y or

pr

actic

e.

The

scho

ol d

oes

not

invo

lve

pare

nts

in th

eir

child

ren’

s le

arni

ng o

r sc

hool

life

, or

pare

ntal

in

volv

emen

t may

be

activ

ely

disc

oura

ged.

The

vi

ews

of p

aren

ts a

re h

ardl

y ev

er c

onsi

dere

d.


97

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6.3.

2 C

om

mun

icat

ion

As

a re

sult

of h

ighl

y ef

fect

ive

com

mun

icat

ion,

pa

rent

s ar

e co

nsis

tent

ly

wel

l inf

orm

ed a

bout

thei

r ch

ildre

n’s

lear

ning

and

de

velo

pmen

t. Th

ey a

re

empo

wer

ed a

s pa

rtne

rs,

part

icul

arly

whe

n th

eir

child

ren

have

spe

cial

ed

ucat

iona

l nee

ds.

As

a re

sult

of e

ffect

ive

com

mun

icat

ion

pare

nts

are

wel

l inf

orm

ed a

bout

th

eir

child

ren’

s le

arni

ng

and

deve

lopm

ent.

They

ar

e em

pow

ered

as

part

ners

, par

ticul

arly

whe

n th

eir

child

ren

have

spe

cial

ed

ucat

iona

l nee

ds.

Com

mun

icat

ion

stra

tegi

es

ensu

re p

aren

ts a

re

info

rmed

abo

ut th

eir

child

ren’

s le

arni

ng a

nd

deve

lopm

ent.

They

are

en

gage

d as

par

tner

s,

part

icul

arly

whe

n th

eir

child

ren

have

spe

cial

ed

ucat

iona

l nee

ds.

Com

mun

icat

ion

with

pa

rent

s ta

kes

plac

e re

gula

rly b

ut m

ay b

e in

cons

iste

nt. P

aren

ts a

re

only

par

tially

info

rmed

ab

out t

heir

child

ren’

s le

arni

ng a

nd d

evel

opm

ent,

part

icul

arly

whe

n th

eir

child

ren

have

spe

cial

ed

ucat

iona

l nee

ds.

Com

mun

icat

ion

with

pa

rent

s ab

out t

heir

child

ren’

s le

arni

ng a

nd

deve

lopm

ent i

s lim

ited

and

does

not

enc

oura

ge

pare

ntal

invo

lvem

ent,

part

icul

arly

whe

n th

eir

child

ren

have

spe

cial

ed

ucat

iona

l nee

ds.

Com

mun

icat

ion

with

pa

rent

s ab

out t

heir

child

ren’

s le

arni

ng a

nd

deve

lopm

ent i

s in

effe

ctiv

e an

d m

ay a

ctiv

ely

disc

oura

ge p

aren

tal

invo

lvem

ent,

part

icul

arly

w

hen

thei

r ch

ildre

n ha

ve

spec

ial e

duca

tiona

l nee

ds.

6.3.

3 R

epo

rtin

g

Rep

ortin

g on

stu

dent

s’

acad

emic

pro

gres

s an

d pe

rson

al a

nd s

ocia

l de

velo

pmen

t is

ongo

ing,

co

mpr

ehen

sive

and

de

taile

d. R

epor

ting

stra

tegi

es a

ccur

atel

y an

d cl

early

con

vey

all a

spec

ts

of s

tude

nts’

ach

ieve

men

ts,

area

s fo

r im

prov

emen

t an

d th

e ne

xt s

teps

in th

eir

lear

ning

.

Rep

ortin

g on

stu

dent

s’

acad

emic

pro

gres

s an

d pe

rson

al a

nd s

ocia

l de

velo

pmen

t is

ongo

ing

and

com

preh

ensi

ve.

Rep

ortin

g st

rate

gies

cl

early

con

vey

all a

spec

ts

of s

tude

nts’

ach

ieve

men

ts,

area

s fo

r im

prov

emen

t an

d th

e ne

xt s

teps

in th

eir

lear

ning

.

Rep

ortin

g on

stu

dent

s’

acad

emic

pro

gres

s an

d pe

rson

al a

nd s

ocia

l de

velo

pmen

t is

regu

lar.

Rep

ortin

g st

rate

gies

cl

early

con

vey

key

aspe

cts

of s

tude

nts’

ach

ieve

men

ts,

area

s fo

r im

prov

emen

t an

d th

e ne

xt s

teps

in th

eir

lear

ning

.

Rep

ortin

g is

regu

lar

and

conv

eys

gene

ral

com

men

ts o

n st

uden

ts’

acad

emic

pro

gres

s an

d pe

rson

al a

nd s

ocia

l de

velo

pmen

t.

Rep

ortin

g is

un

derd

evel

oped

and

co

nvey

s on

ly fi

nal g

rade

s.

Par

ents

onl

y kn

ow h

ow

wel

l the

ir ch

ildre

n ar

e do

ing

afte

r re

port

s ar

e is

sued

.

Rep

ortin

g is

inad

equa

te

and

pare

nts

rece

ive

little

us

eful

info

rmat

ion

on th

eir

child

ren’

s ac

hiev

emen

ts.

6.3.

4 C

om

mun

ity, n

atio

nal a

nd r

elev

ant

inte

rnat

iona

l par

tner

ship

sTh

e sc

hool

mak

es

sign

ifica

nt a

nd s

usta

ined

so

cial

con

trib

utio

ns to

th

e lo

cal,

natio

nal a

nd

inte

rnat

iona

l com

mun

ities

. E

xten

sive

and

effe

ctiv

e lo

cal,

natio

nal a

nd

inte

rnat

iona

l par

tner

ship

s,

incl

udin

g w

ith o

ther

sc

hool

s, s

igni

fican

tly

enric

h st

uden

ts’ l

earn

ing,

de

velo

pmen

t and

ac

hiev

emen

ts.

The

scho

ol m

akes

su

stai

ned

soci

al

cont

ribut

ions

to th

e lo

cal,

natio

nal a

nd in

tern

atio

nal

com

mun

ities

. Ext

ensi

ve

and

effe

ctiv

e lo

cal,

natio

nal a

nd in

tern

atio

nal

part

ners

hips

, inc

ludi

ng

with

oth

er s

choo

ls, h

ave

high

ly p

ositi

ve e

ffect

s on

stu

dent

s’ le

arni

ng,

deve

lopm

ent a

nd

achi

evem

ents

.

The

scho

ol m

akes

regu

lar

soci

al c

ontr

ibut

ions

to

the

loca

l, na

tiona

l and

in

tern

atio

nal c

omm

uniti

es.

Effe

ctiv

e lo

cal,

natio

nal

and

inte

rnat

iona

l pa

rtne

rshi

ps, i

nclu

ding

w

ith o

ther

sch

ools

, ha

ve p

ositi

ve e

ffect

s on

stu

dent

s’ le

arni

ng,

deve

lopm

ent a

nd

achi

evem

ents

.

The

scho

ol m

akes

oc

casi

onal

soc

ial

cont

ribut

ions

to th

e lo

cal,

natio

nal a

nd/o

r in

tern

atio

nal c

omm

uniti

es.

Ther

e ar

e so

me

appr

opria

te li

nks,

incl

udin

g w

ith o

ther

sch

ools

.

The

scho

ol m

akes

few

so

cial

con

trib

utio

ns to

th

e lo

cal,

natio

nal a

nd/o

r in

tern

atio

nal c

omm

uniti

es.

Ther

e ar

e fe

w li

nks

with

ou

tsid

e or

gani

satio

ns o

r ot

her

scho

ols.

Any

link

s w

ith o

utsi

de

orga

nisa

tions

are

tenu

ous

and

have

min

imal

ben

efits

fo

r st

uden

ts.


98

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

par

tner

ship

s w

ith p

aren

ts a

nd t

he

com

mun

ity il

lust

rate

d b

elo

w w

oul

d b

e ev

alua

ted

as

out

stan

din

g.

• P

aren

ts a

re h

ighl

y su

ppor

tive

of t

he s

choo

l and

the

sen

ior

lead

ersh

ip t

eam

. Th

ey p

artic

ipat

e in

the

life

of t

he s

choo

l in

a pl

anne

d an

d pu

rpos

eful

man

ner.

They

are

act

ive

part

ners

in

the

ir ch

ildre

n’s

lear

ning

in a

var

iety

of

way

s, w

hich

may

in

clud

e ho

mew

ork,

cla

ssro

om a

ctiv

ities

, par

ticip

atio

n in

out

-of

-sch

ool a

ctiv

ities

and

in s

choo

l gov

erna

nce.

The

re is

like

ly

to b

e go

od a

tten

danc

e by

par

ents

at

scho

ol c

onsu

ltatio

n ev

ents

. P

aren

ts a

re c

ons

ulte

d a

bo

ut t

he w

ork

of

the

scho

ol o

n a

regu

lar

basi

s an

d th

eir

view

s ar

e va

lued

. W

hen

deve

lopm

ents

are

pla

nned

, the

vie

ws

of p

aren

ts a

re in

fluen

tial

in d

efini

ng p

riorit

ies.

Whe

re r

elev

ant,

par

ents

are

fully

and

ef

fect

ivel

y in

volv

ed in

pla

nnin

g th

eir

child

ren’

s pe

rson

alis

ed

prog

ram

me.

• Th

e sc

hool

use

s a

wid

e ra

nge

of e

ffect

ive

met

hods

, inc

ludi

ng

tech

nolo

gy,

to c

omm

unic

ate

with

par

ents

. Th

ese

met

hods

ta

ke fu

ll acc

ount

of t

he h

ome

lang

uage

of p

aren

ts. T

he s

choo

l gi

ves

all

pare

nts

regu

lar

and

usef

ul s

umm

arie

s of

sch

ool

prio

ritie

s fo

r th

e fu

ture

and

is p

roac

tive

in s

eeki

ng fe

edba

ck

from

the

m i

n or

der

to g

uide

the

sch

ool’s

dev

elop

men

t. Th

ere

are

very

effe

ctiv

e pr

oced

ures

for

deal

ing

with

par

ents

’ co

mpl

aint

s.

• P

aren

ts r

ecei

ve r

egul

ar r

epor

ts r

egar

ding

the

ir ch

ildre

n’s

prog

ress

and

att

ainm

ent.

Thes

e gi

ve h

elpf

ul,

deta

iled

and

accu

rate

in

form

atio

n to

pa

rent

s re

gard

ing

the

stud

ents

’ ac

hiev

emen

ts a

nd s

tate

targ

ets

for i

mpr

ovem

ent.

Par

ents

are

hi

ghly

sat

isfie

d w

ith th

e op

port

uniti

es th

ey h

ave

to c

ontr

ibut

e to

thei

r ch

ildre

n’s

lear

ning

and

pro

gres

s.

• B

oth

sch

oo

l an

d c

om

mun

ity g

ain

fro

m a

ver

y st

rong

pa

rtne

rshi

p th

at e

ffect

ivel

y su

ppor

ts s

tude

nts’

dev

elop

men

t. Th

e sc

hool

has

var

ied

and

mut

ually

ben

efici

al l

inks

with

ex

tern

al

part

ners

, in

clud

ing

othe

r sc

hool

s,

busi

ness

es

and

com

mun

ity o

rgan

isat

ions

. S

uch

links

are

pro

duct

ive

in e

nhan

cing

and

impr

ovin

g le

arni

ng e

xper

ienc

es f

or m

ost

stud

ents

. Mem

bers

of t

he lo

cal c

omm

unity

are

ver

y su

ppor

tive

of t

he s

choo

l, an

d he

lp t

o pr

ovid

e ad

ditio

nal r

esou

rces

for

le

arni

ng a

s w

ell a

s a

sign

ifica

nt n

umbe

r of

opp

ortu

nitie

s to

en

hanc

e th

e cu

rric

ulum

thr

ough

, fo

r ex

ampl

e, s

tude

nts’

vi

sits

, vis

iting

spe

aker

s to

the

scho

ol a

nd w

ork

expe

rienc

e.


99

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

par

tner

ship

s w

ith p

aren

ts a

nd t

he

com

mun

ity il

lust

rate

d b

elo

w w

oul

d b

e ev

alua

ted

as

go

od

.

• Th

ere

are

regu

lar

oppo

rtun

ities

for

par

ents

to

be a

ctiv

ely

invo

lved

in

the

life

and

wor

k of

the

sch

ool.

Thes

e ra

nge

from

sup

port

ing

fund

rais

ing

even

ts t

o co

ntrib

utin

g to

the

cu

rric

ulum

and

sch

ool

gove

rnan

ce.

Thro

ugh

a ra

nge

of

info

rmat

ive

even

ts,

the

scho

ol e

nsur

es t

hat

pare

nts

are

know

ledg

eabl

e re

gard

ing

key

deve

lopm

ents

tha

t af

fect

the

ed

ucat

ion

of t

heir

child

ren.

Par

ents

con

trib

ute

to s

choo

l de

velo

pmen

t an

d im

prov

emen

t pl

anni

ng

by

mea

ns

of

surv

eys

or q

uest

ionn

aire

s. T

he v

iew

s of

par

ents

info

rm n

ew

polic

ies

and

prio

ritie

s fo

r im

prov

emen

t pl

anni

ng.

Whe

re

rele

vant

, pa

rent

s co

ntrib

ute

to t

he d

evel

opm

ent

and

revi

ew

of p

erso

nalis

ed le

arni

ng p

rogr

amm

es fo

r th

eir

child

ren.

• Th

e sc

hool

use

s a

rang

e of

met

hods

to

com

mun

icat

e w

ith

pare

nts,

and

to

keep

the

m i

nfor

med

abo

ut f

orth

com

ing

even

ts

and

thei

r ch

ildre

n’s

achi

evem

ents

. P

aren

ts

are

wel

com

ed i

nto

the

scho

ol a

nd t

he s

choo

l ef

fect

ivel

y an

d pr

ompt

ly a

cts

upon

any

con

cern

s.

• R

epor

ting

on s

tude

nts’

pro

gres

s is

regu

lar a

nd a

lso

suffi

cien

tly

deta

iled.

Tea

cher

s’ c

omm

ents

refl

ect

a go

od k

now

ledg

e of

ea

ch c

hild

’s s

tren

gths

as

wel

l as

are

as f

or i

mpr

ovem

ent.

Rep

orts

giv

e pa

rent

s an

acc

urat

e in

dica

tion

of s

tude

nts’

ac

hiev

emen

t ag

ains

t b

oth

curr

icul

um a

nd i

nter

natio

nal

stan

dard

s.

• Th

e sc

hool

ben

efits

from

str

ong

links

that

exi

st w

ith th

e lo

cal

com

mun

ity,

incl

udin

g bu

sine

sses

and

oth

er s

choo

ls.

Thes

e lin

ks e

nhan

ce th

e cu

rric

ulum

, pro

vidi

ng a

mea

ning

ful c

onte

xt

for l

earn

ing

and

colla

bora

tion.

Cha

ritab

le o

rgan

isat

ions

wor

k cl

osel

y w

ith s

taff

and

stud

ents

, run

ning

act

iviti

es w

hich

hel

p ra

ise

awar

enes

s of

goo

d ca

uses

and

the

nee

ds o

f oth

ers

in

the

com

mun

ity.

The

qua

lity

of

par

tner

ship

s w

ith p

aren

ts a

nd t

he

com

mun

ity il

lust

rate

d b

elo

w w

oul

d b

e ev

alua

ted

as

acc

epta

ble

.

• Th

e sc

hool

inf

orm

s pa

rent

s re

gula

rly o

n m

atte

rs r

elat

ing

to t

heir

child

ren.

Par

ents

are

inv

ited

to r

espo

nd a

nd p

lay

thei

r pa

rts

as fu

ll pa

rtne

rs in

lear

ning

. The

y ar

e aw

are

of t

he

scho

ol’s

prio

ritie

s an

d po

st-in

spec

tion

actio

n pl

ans.

The

ir vi

ews

are

soug

ht o

n sc

hool

dev

elop

men

t an

d im

prov

emen

t pl

anni

ng.

Man

y pa

rent

s at

tend

sch

ool c

onsu

ltatio

n ev

ents

. Th

e vi

ews

of p

aren

ts a

re in

fluen

tial i

n th

e sc

hool

’s s

hapi

ng

of n

ew p

olic

ies

and

prio

ritie

s fo

r im

prov

emen

t pl

anni

ng.

In m

ost

inst

ance

s, w

here

rel

evan

t, pa

rent

s ar

e in

volv

ed i

n th

eir c

hild

ren’

s pe

rson

alis

ed p

rogr

amm

es b

ut th

ese

may

not

al

way

s be

fully

effe

ctiv

e.


100

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

• E

stab

lishe

d an

d re

liabl

e m

eans

are

in p

lace

to c

omm

unic

ate

with

par

ents

. Fo

r ex

ampl

e, t

hey

are

cont

acte

d im

med

iate

ly

in t

he e

vent

of

unex

pect

ed a

bsen

ce.

The

scho

ol d

oes

not

sole

ly r

ely

on l

ette

rs c

onve

yed

hom

e by

stu

dent

s in

ord

er

to

com

mun

icat

e w

ith

pare

nts.

P

aren

ts

feel

w

elco

me

at

the

scho

ol a

nd,

whe

n th

ey h

ave

a pr

oble

m,

the

scho

ol

satis

fact

orily

add

ress

es a

ll of

thei

r co

ncer

ns.

• R

epor

ting

on

stud

ent

prog

ress

is

re

gula

r. R

epor

ts

give

pa

rent

s an

acc

urat

e in

dica

tion

of s

tude

nts’

ach

ieve

men

ts

agai

nst

the

curr

icul

um

stan

dard

s.

Teac

hers

’ co

mm

ents

gi

ve p

aren

ts h

elpf

ul in

form

atio

n ab

out

stre

ngth

s an

d ar

eas

requ

iring

im

prov

emen

t. Th

e sc

hool

is

ac

tive

in

seek

ing

feed

back

from

par

ents

as

a ke

y pa

rt o

f sch

ool d

evel

opm

ent.

• P

rodu

ctiv

e lin

ks e

xist

with

the

loc

al c

omm

unity

, in

clud

ing

the

loca

l bus

ines

s co

mm

unity

. Th

ese

links

are

reg

ular

and

m

ay i

nvol

ve j

oint

act

iviti

es o

r pr

ojec

ts,

with

in a

nd o

utsi

de

the

scho

ol.

They

hav

e a

clea

r an

d po

sitiv

e im

pact

on

the

qual

ity o

f lea

rnin

g. S

tude

nts

from

all

phas

es o

f the

sch

ool a

re

invo

lved

.

The

qua

lity

of

par

tner

ship

s w

ith p

aren

ts a

nd t

he

com

mun

ity il

lust

rate

d b

elo

w is

unl

ikel

y to

be

acce

pta

ble

.

• P

aren

ts a

re n

ot e

ncou

rage

d to

be

activ

e pa

rtne

rs in

lear

ning

. Th

ey m

ay n

ot a

lway

s be

eng

aged

mea

ning

fully

in p

lann

ing

any

pers

onal

ised

lea

rnin

g pr

ogra

mm

es f

or t

heir

child

ren

and/

or t

heir

view

s ar

e no

t so

ught

or

take

n in

to a

ccou

nt.

Par

ents

are

not

invo

lved

in t

he d

evel

opm

ent

of t

he s

choo

l an

d ge

nera

lly, d

o no

t fee

l wel

com

e.

• Th

e co

mm

unic

atio

n be

twee

n sc

hool

and

hom

e is

irre

gula

r an

d no

t in

form

ativ

e en

ough

. Th

e sc

hool

doe

s no

t ha

ndle

pa

rent

al c

ompl

aint

s or

con

cern

s sa

tisfa

ctor

ily.

• A

rran

gem

ents

for r

epor

ting

are

wea

k an

d th

e pa

rent

s ar

e no

t su

re h

ow w

ell t

heir

child

ren

are

doin

g at

sch

ool.

• Th

ere

are

few

, if

any,

link

s w

ith o

ther

sch

ools

and

the

loca

l co

mm

unity

.


101

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6


102

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

6.4

Go

vern

ance

Ele

men

ts

6.4.

1 In

volv

emen

t o

f p

aren

ts a

nd o

ther

sta

keho

lder

s an

d im

pac

t o

n d

ecis

ion-

mak

ing

6.4.

2 E

nsur

ing

acc

oun

tab

ility

fo

r th

e sc

hoo

l’s a

ctio

ns a

nd o

utco

mes

6.4.

3 In

fluen

ce o

n an

d r

esp

ons

ibili

ty f

or

the

scho

ol’s

per

form

ance

Bri

ef d

escr

ipto

rs

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

6.4.

1 In

volv

emen

t o

f p

aren

ts a

nd o

ther

sta

keho

lder

s an

d im

pac

t o

n d

ecis

ion-

mak

ing

Gov

erna

nce

incl

udes

w

ide

repr

esen

tatio

n fro

m a

ll st

akeh

olde

rs.

The

Gov

erni

ng B

oard

, w

hich

incl

udes

the

scho

ol’s

ow

ner(s

)*,

cons

iste

ntly

see

ks a

nd

thou

ghtfu

lly c

onsi

ders

st

akeh

olde

rs’ v

iew

s an

d, c

onse

quen

tly,

gain

s co

mpr

ehen

sive

an

d ac

cura

te

know

ledg

e ab

out t

he

scho

ol.

Gov

erna

nce

incl

udes

re

pres

enta

tion

from

al

mos

t all

stak

ehol

ders

. Th

e G

over

ning

Boa

rd,

whi

ch in

clud

es th

e sc

hool

’s o

wne

r(s)*

, co

nsis

tent

ly s

eeks

and

co

nsid

ers

stak

ehol

ders

’ vi

ews

and,

co

nseq

uent

ly, g

ains

in-

dept

h kn

owle

dge

abou

t th

e sc

hool

.

Gov

erna

nce

incl

udes

re

pres

enta

tion

from

m

ost s

take

hold

ers.

The

G

over

ning

Boa

rd, w

hich

in

clud

es th

e sc

hool

’s

owne

r(s)*

, reg

ular

ly

seek

s an

d co

nsid

ers

stak

ehol

ders

’ vie

ws

and,

con

sequ

ently

, ga

ins

deta

iled

know

ledg

e ab

out t

he

scho

ol.

Gov

erna

nce

incl

udes

re

pres

enta

tion

from

the

maj

ority

of

stak

ehol

ders

. The

G

over

ning

Boa

rd, w

hich

in

clud

es th

e sc

hool

’s

owne

r(s)*

, occ

asio

nally

se

eks

stak

ehol

ders

’ vi

ews

but g

ains

onl

y lim

ited

know

ledg

e ab

out t

he s

choo

l.

Gov

erna

nce

does

not

in

clud

e re

pres

enta

tion

from

the

maj

ority

of

stak

ehol

ders

. The

G

over

ning

Boa

rd,

whi

ch in

clud

es th

e sc

hool

’s o

wne

r(s)*

, pa

ys in

suffi

cien

t at

tent

ion

to th

e vi

ews

of s

take

hold

ers,

and

, co

nseq

uent

ly, h

as

inse

cure

kno

wle

dge

abou

t the

sch

ool.

Gov

erna

nce

has

very

lim

ited

repr

esen

tatio

n fro

m s

take

hold

ers

and

rare

ly s

eeks

thei

r vi

ews

or re

spon

ds

to c

once

rns

and

sugg

estio

ns. T

he

Gov

erni

ng B

oard

, in

clud

ing

the

owne

r(s)*

, ha

s a

high

ly in

accu

rate

vi

ew o

f the

sch

ool’s

pe

rform

ance

.


103

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

*Insp

ecto

rs o

f pub

lic s

choo

ls s

houl

d us

e th

is p

erfo

rman

ce in

dica

tor

to e

valu

ate

the

effe

ctiv

enes

s of

any

sch

ool b

ody

(for

exam

ple,

a S

choo

l Man

agem

ent C

ounc

il)

that

may

influ

ence

dec

isio

n-m

akin

g an

d co

ntrib

ute

to d

evel

opm

ent p

lann

ing.

6.4.

2 E

nsur

ing

acc

oun

tab

ility

fo

r th

e sc

hoo

l’s a

ctio

ns a

nd o

utco

mes

The

Gov

erni

ng B

oard

sy

stem

atic

ally

and

ver

y ef

fect

ivel

y m

onito

rs th

e sc

hool

’s a

ctio

ns a

nd

hold

s se

nior

lead

ers

fully

acc

ount

able

fo

r th

e qu

ality

of t

he

scho

ol’s

per

form

ance

, th

e ac

hiev

emen

ts a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

. It a

cts

as a

hig

hly

effe

ctiv

e an

d co

nstr

uctiv

e cr

itic

for

the

scho

ol.

The

Gov

erni

ng B

oard

sy

stem

atic

ally

mon

itors

th

e sc

hool

’s a

ctio

ns a

nd

hold

s se

nior

lead

ers

acco

unta

ble

for

the

qual

ity o

f the

sch

ool’s

pe

rform

ance

, inc

ludi

ng

the

achi

evem

ents

and

pe

rson

al d

evel

opm

ent

of a

ll st

uden

ts. I

t act

s as

a v

ery

effe

ctiv

e co

nstr

uctiv

e cr

itic

for

the

scho

ol.

The

Gov

erni

ng B

oard

re

gula

rly m

onito

rs th

e sc

hool

’s a

ctio

ns a

nd

hold

s se

nior

lead

ers

acco

unta

ble

for

the

qual

ity o

f the

sch

ool’s

pe

rform

ance

, inc

ludi

ng

the

achi

evem

ents

and

pe

rson

al d

evel

opm

ent

of a

ll st

uden

ts.

The

Gov

erni

ng B

oard

pe

riodi

cally

mon

itors

th

e sc

hool

’s a

ctio

ns a

nd

hold

s se

nior

lead

ers

acco

unta

ble

for

the

qual

ity o

f the

sch

ool’s

pe

rform

ance

, inc

ludi

ng

the

achi

evem

ents

and

pe

rson

al d

evel

opm

ent

of a

ll st

uden

ts.

The

Gov

erni

ng B

oard

do

es n

ot h

old

seni

or

lead

ers

suffi

cien

tly

acco

unta

ble

for

the

qual

ity o

f the

sch

ool’s

pe

rform

ance

, inc

ludi

ng

the

achi

evem

ents

and

pe

rson

al d

evel

opm

ent

of a

ll st

uden

ts.

The

Gov

erni

ng B

oard

fa

ils to

hol

d se

nior

le

ader

s to

acc

ount

fo

r th

e qu

ality

of t

he

scho

ol’s

per

form

ance

, in

clud

ing

the

achi

evem

ents

and

pe

rson

al d

evel

opm

ent

of a

ll st

uden

ts.

6.4.

3 In

fluen

ce o

n an

d r

esp

ons

ibili

ty f

or

the

scho

ol’s

per

form

ance

The

Gov

erni

ng B

oard

m

akes

a s

igni

fican

t co

ntrib

utio

n to

the

scho

ol’s

lead

ersh

ip a

nd

dire

ctio

n, b

ased

on

ethi

cal p

rinci

ples

. The

bo

ard

ensu

res

that

the

scho

ol is

wel

l sta

ffed

and

very

wel

l res

ourc

ed

and

that

all

stat

utor

y re

quire

men

ts a

re m

et.

The

Gov

erni

ng B

oard

m

akes

a s

igni

fican

t and

ef

fect

ive

cont

ribut

ion

to

the

over

all p

erfo

rman

ce

of th

e sc

hool

.

The

Gov

erni

ng B

oard

ex

erts

a v

ery

posi

tive

influ

ence

on

the

scho

ol’s

lead

ersh

ip

and

dire

ctio

n, b

ased

on

eth

ical

prin

cipl

es.

The

Gov

erni

ng B

oard

en

sure

s th

at g

ood

staf

fing

and

reso

urce

s ar

e re

adily

ava

ilabl

e to

ad

dres

s w

eakn

esse

s an

d th

at a

ll st

atut

ory

requ

irem

ents

are

m

et. T

he G

over

ning

B

oard

has

a p

ositi

ve

impa

ct o

n th

e ov

eral

l pe

rform

ance

of t

he

scho

ol.

The

Gov

erni

ng B

oard

ex

erts

a p

ositi

ve

influ

ence

on

the

scho

ol’s

lead

ersh

ip

and

dire

ctio

n, b

ased

on

eth

ical

prin

cipl

es.

TheG

over

ning

B

oard

ens

ures

that

ap

prop

riate

sta

ffing

and

re

sour

ces

are

avai

labl

e to

add

ress

wea

knes

ses

and

that

all

stat

utor

y re

quire

men

ts a

re m

et.

The

Gov

erni

ng B

oard

ha

s a

dire

ct im

pact

on

the

over

all p

erfo

rman

ce

of th

e sc

hool

.

The

Gov

erni

ng

Boa

rd e

xert

s so

me

influ

ence

on

the

scho

ol’s

lead

ersh

ip

and

dire

ctio

n. T

he

Gov

erni

ng B

oard

en

sure

s th

at re

sour

ces

are

avai

labl

e to

add

ress

ke

y w

eakn

esse

s an

d th

at a

ll st

atut

ory

requ

irem

ents

are

met

. Th

e G

over

ning

Boa

rd

has

som

e im

pact

on

the

over

all p

erfo

rman

ce o

f th

e sc

hool

.

The

Gov

erni

ng B

oard

pr

ovid

es li

mite

d su

ppor

t to

guid

e th

e sc

hool

’s le

ader

ship

an

d di

rect

ion.

The

G

over

ning

Boa

rd d

oes

not e

nsur

e th

at s

uita

ble

staf

fing

and

reso

urce

s ar

e av

aila

ble

to a

ddre

ss

wea

knes

ses

and

not a

ll st

atut

ory

requ

irem

ents

ar

e m

et. T

he s

choo

l do

es n

ot b

enefi

t fro

m

effe

ctiv

e go

vern

ance

.

The

Gov

erni

ng B

oard

cr

eate

s or

fails

to

rem

ove

barr

iers

that

lim

it th

e de

velo

pmen

t of

the

scho

ol. A

sig

nific

ant

num

ber

of s

tatu

tory

re

quire

men

ts a

re n

ot

met

.


104

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

go

vern

ance

illu

stra

ted

bel

ow

wo

uld

b

e ev

alua

ted

as

out

stan

din

g.

• Th

e sc

hool

has

a G

over

ning

Boa

rd,

whi

ch i

nclu

des

the

owne

r(s)*

and

is fu

lly re

pres

enta

tive

of th

e sc

hool

com

mun

ity

and

the

cont

ext

in w

hich

it

oper

ates

. Th

ere

are

effe

ctiv

e pr

oces

ses

in

plac

e to

en

sure

th

at

gove

rnan

ce

in

the

scho

ol r

eflec

ts a

nd r

espo

nds

sens

itive

ly t

o th

e vi

ews

of a

ll st

akeh

olde

rs. T

he G

over

ning

Boa

rd m

eets

regu

larly

to re

view

th

e sc

hool

’s w

ork.

The

mee

tings

are

fully

min

uted

and

rele

vant

in

form

atio

n is

dis

trib

uted

am

ongs

t st

akeh

olde

rs.

Feed

back

fro

m s

take

hold

ers,

incl

udin

g pa

rent

s, s

taff

and

stud

ents

, is

a

fund

amen

tal p

art o

f sch

ool d

ecis

ion-

mak

ing.

Thi

s le

ads

to

info

rmed

and

res

pons

ive

deci

sion

mak

ing,

hel

ping

to

dire

ct

chan

ge a

nd m

anag

e sc

hool

reso

urce

s ef

ficie

ntly.

• Th

e G

over

ning

Boa

rd h

olds

the

lea

ders

hip

of t

he s

choo

l w

holly

to

acco

unt

for

its p

erfo

rman

ce.

Gov

erno

rs h

ave

a ra

nge

of f

orm

al a

nd i

nfor

mal

mec

hani

sms

to m

onito

r th

e w

ork

of t

he s

choo

l. S

choo

l lea

ders

giv

e su

ffici

ently

reg

ular

an

d de

taile

d ac

coun

ts o

f pe

rform

ance

to

the

Gov

erni

ng

Boa

rd,

incl

udin

g co

mpr

ehen

sive

inf

orm

atio

n re

gard

ing

the

achi

evem

ent

and

pers

onal

dev

elop

men

t of

all

stud

ents

and

fu

ture

sch

ool p

riorit

ies.

As

a re

sult,

gov

erno

rs h

ave

a ke

y ro

le

in th

e ov

eral

l per

form

ance

of t

he s

choo

l.

• Th

e G

over

ning

Boa

rd p

rovi

des

an o

bjec

tive

and

inde

pend

ent

view

of t

he s

choo

l, as

wel

l as

stra

tegi

c gu

idan

ce to

its

lead

ers.

G

over

nanc

e is

ver

y ef

fect

ive

in e

nsur

ing

that

the

scho

ol m

eets

its

com

mitm

ent

to p

aren

ts a

nd c

onsi

sten

tly f

ulfil

s st

atut

ory

requ

irem

ents

. G

over

nors

pro

vide

vita

l exp

ertis

e th

at is

ver

y in

fluen

tial i

n sh

apin

g th

e sc

hool

’s fu

rthe

r de

velo

pmen

t.


105

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

go

vern

ance

illu

stra

ted

bel

ow

wo

uld

b

e ev

alua

ted

as

go

od

.

• Th

e G

over

ning

B

oard

in

clud

es

repr

esen

tatio

n fro

m

the

scho

ol c

omm

unity

, in

clud

ing

pare

nts.

The

Boa

rd,

incl

udin

g th

e ow

ner(s

)*,

mee

ts r

egul

arly

and

see

ks t

he v

iew

s of

mos

t st

akeh

olde

r gr

oups

inc

ludi

ng s

tude

nts,

sta

ff an

d pa

rent

s.

They

use

info

rmat

ion

to d

iscu

ss t

he s

choo

ls’

perfo

rman

ce

with

sen

ior

lead

ers.

The

re a

re c

onsi

sten

t ar

rang

emen

ts i

n pl

ace

for t

he g

over

ning

boa

rd o

r the

ir ch

osen

repr

esen

tativ

es

to s

hare

inf

orm

atio

n w

ith p

aren

ts.

The

Gov

erni

ng B

oard

us

es a

rang

e of

com

mun

icat

ion

met

hods

and

, con

sequ

ently

, m

ost

pare

nts

feel

wel

l in

form

ed r

egar

ding

the

wor

k of

the

B

oard

. Th

e bo

ard

resp

onds

con

stru

ctiv

ely

to s

take

hold

ers’

co

ncer

ns a

nd s

ugge

stio

ns.

• Th

e G

over

ning

B

oard

re

gula

rly

mon

itors

th

e w

ork

of

the

scho

ol a

nd h

olds

sen

ior

lead

ers

to a

ccou

nt f

or b

oth

perfo

rman

ce a

nd q

ualit

y, i

nclu

ding

the

ach

ieve

men

ts a

nd

pers

onal

dev

elop

men

t of

all

stud

ents

. M

embe

rs o

f th

e go

vern

ing

body

brin

g a

rang

e of

exp

ertis

e an

d kn

owle

dge

to t

he g

roup

and

thi

s he

lps

the

Gov

erni

ng B

oard

rev

iew

all

aspe

cts

of th

e sc

hool

’s p

erfo

rman

ce.

• A

s a

re

sult

of

the

ir b

roa

dly

ac

cu

rate

an

d i

nfo

rme

d un

der

stan

din

g of

the

wor

k of

the

sch

ool,

Gov

erno

rs a

re

able

to

exer

t a

posi

tive

and

dire

ct i

mpa

ct o

n th

e ov

eral

l pe

rform

ance

of

the

scho

ol.

They

act

ivel

y su

ppor

t sc

hool

le

ader

s to

hel

p th

e sc

hool

mee

ts it

s co

mm

itmen

t to

pare

nts.

Th

ey e

nsur

e th

at s

tatu

tory

requ

irem

ents

, inc

ludi

ng lo

cal a

nd

natio

nal r

egul

atio

ns,

are

met

. Th

ey a

re in

fluen

tial i

n sh

apin

g th

e sc

hool

’s fu

rthe

r de

velo

pmen

t.


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d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

qua

lity

of

go

vern

ance

illu

stra

ted

bel

ow

wo

uld

b

e ev

alua

ted

as

acce

pta

ble

.

• Th

e G

over

ning

B

oard

, in

clud

ing

the

owne

r(s)*

, m

eets

re

gula

rly a

nd p

rovi

des

info

rmat

ion

to p

aren

ts v

ia n

otic

es,

the

scho

ol w

ebsi

te a

nd m

eetin

gs. T

he b

oard

incl

udes

som

e re

pres

enta

tives

from

the

scho

ol c

omm

unity

and

the

cont

ext

in w

hich

it o

pera

tes.

The

boa

rd’s

res

pons

e to

sta

keho

lder

s’

conc

erns

and

sug

gest

ions

is in

cons

iste

nt. T

here

are

sys

tem

s to

see

k th

e vi

ews

of s

take

hold

ers,

esp

ecia

lly p

aren

ts,

as

part

of

the

deci

sion

-mak

ing

proc

ess

that

affe

cts

stud

ents

’ ou

tcom

es.

How

ever

, go

vern

ors

do n

ot g

ive

thes

e vi

ews

enou

gh im

port

ance

whe

n m

akin

g su

ch d

ecis

ions

.

• Th

e G

over

ning

B

oard

m

onito

rs

the

wor

k of

th

e sc

hool

bu

t m

ay n

ot h

old

the

lead

ers

to a

ccou

nt e

noug

h fo

r its

pe

rform

ance

. Gov

erno

rs te

nd to

rely

hea

vily

on

the

scho

ol’s

ow

n ac

coun

t of

its

per

form

ance

. Th

ey m

ay n

ot b

e fu

lly

awar

e of

the

ach

ieve

men

ts a

nd p

erso

nal

deve

lopm

ent

of

all

stud

ents

. A

s a

resu

lt, g

over

nors

may

hav

e a

rest

ricte

d kn

owle

dge

of th

e sc

hool

and

onl

y ha

ve a

mod

est i

mpa

ct o

n its

ove

rall

perfo

rman

ce.

• Th

e G

over

ning

Boa

rd p

rovi

des

a re

ason

able

ove

rvie

w o

f th

e sc

hool

, as

wel

l as

som

e us

eful

gui

danc

e to

its

lead

ers.

G

over

nors

su

ppor

t le

ader

s in

en

surin

g th

at

the

scho

ol

mee

ts it

s co

mm

itmen

t to

pare

nts.

The

y en

sure

that

sta

tuto

ry

requ

irem

ents

are

met

. The

y m

ay n

ot b

e in

fluen

tial e

noug

h in

sh

apin

g th

e sc

hool

’s fu

rthe

r de

velo

pmen

t.

The

qua

lity

of

go

vern

ance

illu

stra

ted

bel

ow

is

unlik

ely

to b

e ac

cep

tab

le.

• A

Gov

erni

ng B

oard

doe

s no

t ex

ist

or, i

f it

does

, it

take

s lit

tle

cons

ider

atio

n of

the

view

s of

sta

keho

lder

s. T

he G

over

ning

B

oard

’s re

spon

se to

sta

keho

lder

s’ c

once

rns

and

sugg

estio

ns

may

be

inap

prop

riate

and

/or

untim

ely.

• T

he G

ove

rnin

g B

oar

d,

incl

udin

g t

he o

wne

r(s)

*, d

oes

no

t ha

ve a

goo

d, fi

rst-

hand

kno

wle

dge

of t

he s

choo

l, in

clud

ing

the

achi

evem

ents

and

per

sona

l dev

elop

men

t of a

ll st

uden

ts,

and

so d

oes

not

eval

uate

the

lea

ders

’ w

ork

accu

rate

ly o

r rig

orou

sly

enou

gh. T

he G

over

ning

Boa

rd p

lays

an

insi

gnifi

cant

pa

rt in

the

deci

sion

-mak

ing

proc

esse

s in

the

scho

ol.

• Th

e G

over

ning

Boa

rd c

reat

es o

r fa

ils t

o re

mov

e b

arrie

rs

that

lim

it th

e sc

hool

’s d

evel

opm

ent.

The

re a

re s

igni

fican

t re

gula

tory

bre

ache

s, w

hich

hav

e an

effe

ct o

n th

e he

alth

and

sa

fety

of s

tude

nts.


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108

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d Ar

ab E

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n Fr

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-201

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Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

6.5.

1 M

anag

emen

t o

f th

e d

ay-t

o-d

ay li

fe o

f th

e sc

hoo

lA

ll as

pect

s of

the

day-

to-d

ay m

anag

emen

t of

the

life

of th

e sc

hool

ar

e hi

ghly

effi

cien

t and

im

pact

ver

y po

sitiv

ely

on

stud

ents

’ ach

ieve

men

ts.

The

scho

ol’s

inno

vativ

e pr

oced

ures

and

rout

ines

ar

e hi

ghly

effe

ctiv

e.

Alm

ost a

ll as

pect

s of

the

day-

to-d

ay m

anag

emen

t of

the

scho

ol a

re v

ery

wel

l org

anis

ed, i

mpa

ctin

g po

sitiv

ely

on s

tude

nts’

ac

hiev

emen

ts.

The

scho

ol’s

pro

cedu

res

and

rout

ines

are

ver

y ef

fect

ive.

Mos

t asp

ects

of t

he d

ay-

to-d

ay m

anag

emen

t of t

he

scho

ol a

re w

ell o

rgan

ised

, im

pact

ing

posi

tivel

y on

st

uden

ts’ a

chie

vem

ents

. Th

e sc

hool

’s p

roce

dure

s an

d ro

utin

es a

re e

ffect

ive

and

effic

ient

.

Mos

t asp

ects

of t

he d

ay-

to-d

ay m

anag

emen

t of

the

scho

ol a

re a

dequ

atel

y or

gani

sed.

The

sch

ool’s

pr

oced

ures

and

rout

ines

ar

e ef

fect

ive.

Sig

nific

ant a

spec

ts o

f the

da

y-to

-day

man

agem

ent

of th

e sc

hool

are

not

ad

equa

tely

org

anis

ed, a

nd

do n

ot a

lway

s su

ppor

t st

uden

ts’ a

chie

vem

ents

. Th

e sc

hool

’s p

roce

dure

s an

d ro

utin

es a

re o

ften

inef

ficie

nt a

nd in

effe

ctiv

e.

The

day-

to-d

ay

man

agem

ent o

f the

sc

hool

is in

adeq

uate

. C

onse

quen

tly, s

tude

nts’

ac

hiev

emen

ts, a

nd/o

r th

eir

heal

th a

nd s

afet

y, a

re

at r

isk.

6.5

Man

agem

ent,

sta

ffing

, fac

ilitie

s an

d r

eso

urce

s

Ele

men

ts

6.5.

1 M

anag

emen

t o

f th

e d

ay-t

o-d

ay li

fe o

f th

e sc

hoo

l6.

5.2

Suf

ficie

ncy,

dep

loym

ent

and

dev

elo

pm

ent

of

suita

bly

qua

lified

sta

ff t

o o

ptim

ise

stud

ent

achi

evem

ents

6.5.

3 A

pp

rop

riat

enes

s o

f th

e p

rem

ises

and

lear

ning

env

ironm

ent

to p

rom

ote

stu

den

t ac

hiev

emen

ts

6.5.

4 T

he r

elev

ance

and

ran

ge

of

reso

urce

s fo

r ef

fect

ive

teac

hing

and

lear

ning

Bri

ef d

escr

ipto

rs


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6.5.

2 S

uffic

ienc

y, d

eplo

ymen

t an

d d

evel

op

men

t o

f su

itab

ly q

ualifi

ed s

taff

to

op

timis

e st

uden

t ac

hiev

emen

ts

The

scho

ol is

app

ropr

iate

ly

staf

fed

to fu

lfil t

he v

isio

n an

d m

issi

on o

f the

sch

ool.

All

staf

f mem

bers

are

su

itabl

y qu

alifi

ed a

nd

bene

fit fr

om e

xten

sive

pe

rson

alis

ed p

rofe

ssio

nal

deve

lopm

ent t

hat i

s w

ell

mat

ched

to th

e sc

hool

’s

prio

ritie

s. T

hey

are

very

w

ell d

eplo

yed

to o

ptim

ise

stud

ents

’ ach

ieve

men

ts.

The

scho

ol is

app

ropr

iate

ly

staf

fed

to fu

lfil t

he v

isio

n an

d m

issi

on o

f the

sch

ool.

Alm

ost a

ll st

aff m

embe

rs

are

suita

bly

qual

ified

an

d be

nefit

from

regu

lar

pers

onal

ised

pro

fess

iona

l de

velo

pmen

t tha

t is

clos

ely

mat

ched

to th

e sc

hool

’s p

riorit

ies.

The

y ar

e w

ell d

eplo

yed

to p

rom

ote

stud

ents

’ ach

ieve

men

ts.

The

scho

ol is

app

ropr

iate

ly

staf

fed

to a

lign

with

the

visi

on a

nd m

issi

on o

f th

e sc

hool

. Mos

t sta

ff m

embe

rs a

re s

uita

bly

qual

ified

and

ben

efit

from

regu

lar

prof

essi

onal

de

velo

pmen

t tha

t is

mat

ched

to th

e sc

hool

’s

prio

ritie

s. T

hey

are

depl

oyed

to p

rom

ote

stud

ents

’ ach

ieve

men

ts.

The

scho

ol is

ade

quat

ely

staf

fed.

The

maj

ority

of

sta

ff is

sui

tabl

y qu

alifi

ed a

nd b

enefi

t fro

m o

ccas

iona

l, re

leva

nt

prof

essi

onal

dev

elop

men

t.

They

are

dep

loye

d to

sup

port

stu

dent

s’

achi

evem

ents

.

The

scho

ol is

not

ad

equa

tely

sta

ffed.

Onl

y a

min

ority

of t

he s

taff

is s

uita

bly

qual

ified

or

expe

rienc

ed to

mee

t the

ne

eds

of a

ll st

uden

ts.

Ther

e is

litt

le re

leva

nt

prof

essi

onal

dev

elop

men

t.

Insu

ffici

ent s

taffi

ng le

vels

pr

esen

t ris

ks to

stu

dent

s’

safe

ty o

r to

the

qual

ity

of o

vera

ll ed

ucat

iona

l pr

ovis

ion.

The

re a

re o

ften

too

few

teac

hers

pre

sent

or

a s

igni

fican

t min

ority

of

them

are

not

sui

tabl

y qu

alifi

ed o

r ex

perie

nced

to

mee

t the

nee

ds o

f all

stud

ents

. The

re is

no

rele

vant

pro

fess

iona

l de

velo

pmen

t.

6.5.

3 A

pp

rop

riat

enes

s o

f th

e p

rem

ises

and

lear

ning

env

ironm

ent

to p

rom

ote

stu

den

t ac

hiev

emen

tsTh

e pr

emis

es a

re o

f th

e hi

ghes

t qua

lity,

with

ex

tens

ive

spec

ialis

t fa

cilit

ies

that

are

des

igne

d w

ell t

o al

low

acc

ess

for

all.

All

lear

ning

are

as,

incl

udin

g te

chno

logy

fa

cilit

ies,

are

of e

xcel

lent

qu

ality

, and

are

use

d co

nsta

ntly

to p

rom

ote

stud

ents

’ ach

ieve

men

ts.

The

envi

ronm

ent i

s hi

ghly

co

nduc

ive

to te

achi

ng a

nd

lear

ning

.

The

prem

ises

are

of h

igh

qual

ity, w

ith a

ran

ge o

f sp

ecia

list f

acilit

ies

that

ar

e de

sign

ed to

allo

w

acce

ss fo

r al

l. A

lmos

t all

lear

ning

are

as, i

nclu

ding

te

chno

logy

faci

litie

s, a

re o

f hi

gh q

ualit

y, a

nd a

re u

sed

frequ

ently

to p

rom

ote

stud

ents

’ ach

ieve

men

ts.

The

envi

ronm

ent i

s co

nduc

ive

to te

achi

ng a

nd

lear

ning

.

The

prem

ises

are

wel

l de

sign

ed, w

ith s

peci

alis

t fa

cilit

ies

that

allo

w

acce

ss fo

r al

l. M

ost

lear

ning

are

as, i

nclu

ding

te

chno

logy

faci

litie

s, a

re

of h

igh

qual

ity, a

nd a

re

used

regu

larly

to p

rom

ote

stud

ents

’ ach

ieve

men

ts.

The

envi

ronm

ent s

uppo

rts

teac

hing

and

lear

ning

.

The

prem

ises

are

ad

equa

te a

nd s

peci

alis

t fa

cilit

ies

are

avai

labl

e,

incl

udin

g te

chno

logy

fa

cilit

ies

but m

ay b

e so

mew

hat l

imite

d. M

ost

lear

ning

are

as a

re o

f ad

equa

te q

ualit

y. A

cces

s in

to a

nd w

ithin

the

scho

ol

prem

ises

is a

ppro

pria

te

for

all s

tude

nts.

The

en

viro

nmen

t for

stu

dent

s an

d st

aff i

s ad

equa

te.

The

prem

ises

, inc

ludi

ng

spec

ialis

t fac

ilitie

s an

d le

arni

ng a

reas

, are

un

suita

ble

or d

efici

ent.

For

thos

e w

ith a

dditi

onal

ne

eds,

acc

ess

into

and

w

ithin

the

scho

ol p

rem

ises

is

lim

ited.

The

env

ironm

ent

for

stud

ents

and

sta

ff is

lim

ited.

The

prem

ises

and

faci

litie

s ar

e in

adeq

uate

to m

eet

curr

icul

um re

quire

men

ts

and

may

pre

sent

si

gnifi

cant

ris

ks to

the

heal

th a

nd w

ell-b

eing

of

the

staf

f and

stu

dent

s.

The

envi

ronm

ent

dem

otiv

ates

stu

dent

s an

d co

ntrib

utes

to th

eir

dise

ngag

emen

t. T

he

envi

ronm

ent f

or s

tude

nts

and

staf

f is

inad

equa

te.

6.5.

4 T

he r

elev

ance

and

ran

ge

of

reso

urce

s fo

r ef

fect

ive

teac

hing

and

lear

ning

An

exte

nsiv

e ra

nge

of th

e hi

ghes

t qua

lity

reso

urce

s,

wel

l mat

ched

to th

e cu

rric

ulum

requ

irem

ents

, te

ache

rs’ a

nd s

tude

nts’

ne

eds,

pro

mot

es e

xcel

lent

te

achi

ng a

nd le

arni

ng.

A w

ide

rang

e of

hig

h-qu

ality

reso

urce

s, w

ell

mat

ched

to th

e cu

rric

ulum

re

quire

men

ts, t

each

ers’

an

d st

uden

ts’ n

eeds

, pr

omot

es v

ery

effe

ctiv

e te

achi

ng a

nd le

arni

ng.

A r

ange

of r

esou

rces

, re

leva

nt to

the

curr

icul

um

requ

irem

ents

, tea

cher

s’

and

stud

ents

’ nee

ds,

prom

otes

effe

ctiv

e te

achi

ng a

nd le

arni

ng.

Res

ourc

es a

re s

uffic

ient

to

supp

ort a

dequ

ate

teac

hing

an

d le

arni

ng.

Res

ourc

es a

re li

mite

d in

qu

antit

y, q

ualit

y an

d/or

re

leva

nce.

Res

ourc

es a

re in

adeq

uate

in

qua

ntity

, qua

lity

and/

or re

leva

nce,

or

they

are

in

effe

ctiv

ely

allo

cate

d.


110

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

man

agem

ent,

sta

ffing

, fac

ilitie

s an

d

reso

urce

s ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d

as o

utst

and

ing

.

• Th

e op

erat

ion

of th

e sc

hool

run

s ve

ry s

moo

thly.

Tim

etab

ling

is e

ffici

ent a

nd e

nsur

es th

e be

st u

se o

f spa

ce.

Sta

ff or

gani

se

less

ons

and

activ

ities

ver

y ef

fect

ivel

y so

that

litt

le ti

me

is lo

st

durin

g th

e sc

hool

day

. A

ll st

aff a

nd s

tude

nts

are

wel

l aw

are

and

resp

ectfu

l of

the

sch

ool’s

rou

tines

and

req

uire

men

ts.

Info

rmat

ion

boar

ds a

nd d

ispl

ays

are

info

rmat

ive

and

regu

larly

m

onito

red,

so

that

the

scho

ol c

omm

unity

is k

ept f

ully

up-

to-

date

with

dev

elop

men

ts a

t th

e sc

hool

. Exc

elle

nt li

aiso

n w

ith

pare

nts

stre

amlin

es t

he p

lann

ing

of a

ll sc

hool

act

iviti

es a

nd

the

hand

ling

of a

ny in

cide

nts.

• Th

ere

are

suffi

cien

t, ap

prop

riate

ly

qual

ified

te

ache

rs

to

prov

ide

a cu

rric

ulum

of h

igh

qual

ity fo

r all

stud

ents

, inc

ludi

ng

prov

isio

n of

sup

port

from

spe

cial

ist

agen

cies

for

thos

e w

ith

addi

tiona

l le

arni

ng

need

s.

Teac

hers

ar

e co

mpl

emen

ted

in t

heir

wor

k by

the

pro

visi

on o

f su

ffici

ent

supp

ort

staf

f an

d ot

her

prof

essi

onal

s, a

s ap

prop

riate

. Te

ache

rs’

skills

an

d e

xper

ienc

e ar

e us

ed e

ffect

ivel

y. T

he s

cho

ol

has

read

y ac

cess

to

appr

opria

tely

qua

lified

sup

ply

staf

f an

d ha

s go

od a

rran

gem

ents

for

ens

urin

g th

at t

hey

are

able

to

oper

ate

effe

ctiv

ely

whe

n th

ey a

re in

the

sch

ool.

Ther

e is

a

very

goo

d ba

lanc

e of

exp

erie

nce

amon

g st

aff.

Indi

vidu

al

mem

bers

of

staf

f ar

e w

ell q

ualifi

ed a

nd,

take

n as

a w

hole

, th

ey h

ave

qual

ifica

tions

, sk

ills a

nd t

rain

ing

rele

vant

to

thei

r

resp

onsi

bilit

ies

and

the

need

s of

the

scho

ol a

nd it

s st

uden

ts.

Teac

hers

are

kno

wle

dgea

ble

abou

t th

e pr

oces

ses

of c

hild

de

velo

pmen

t an

d le

arni

ng.

Sta

ff be

nefit

fro

m a

reg

ular

and

co

mpr

ehen

sive

pro

gram

me

of p

rofe

ssio

nal

deve

lopm

ent.

Teac

hers

and

sup

port

sta

ff ar

e de

ploy

ed e

ffect

ivel

y.

• Th

e p

rem

ises

and

fac

ilitie

s p

rovi

de

a sa

fe,

ple

asan

t an

d st

imul

atin

g e

nviro

nmen

t, w

ell

suite

d t

o s

upp

ort

ing

the

cu

rric

ular

and

ext

ra-c

urric

ular

act

iviti

es o

f stu

dent

s, th

e w

ork

of s

taff,

and

soc

ial a

nd le

isur

e ac

tiviti

es.

App

ropr

iate

spa

ce

is a

vaila

ble

for

the

size

of

the

clas

ses.

The

re a

re s

uita

ble

wor

k ar

eas

for

teac

hers

and

ad

equa

te s

ocia

l p

rovi

sion

fo

r st

uden

ts.

Sto

rage

pro

visi

on a

nd f

acili

ties

for

dis

pla

y ar

e pl

entif

ul a

nd c

onve

nien

t. A

ccom

mod

atio

n is

ver

y w

ell

mai

ntai

ned.

Fix

ture

s, fi

ttin

gs a

nd fu

rnitu

re m

atch

edu

catio

nal

need

s, a

re o

f hi

gh q

ualit

y an

d ar

e in

ver

y go

od c

ondi

tion.

A

cces

s is

sui

tabl

e to

the

need

s of

all

user

s.

• Th

e sc

hool

is e

xtre

mel

y w

ell e

quip

ped

with

all

nece

ssar

y an

d re

leva

nt, u

p-to

-dat

e re

sour

ces

incl

udin

g te

xtbo

oks,

pra

ctic

al

mat

eria

ls a

nd e

quip

men

t, an

d te

chno

logy

. R

esou

rces

are

ve

ry w

ell m

atch

ed t

o th

e ne

eds

of t

he s

tude

nts,

are

in v

ery

good

con

ditio

n an

d ea

sily

acc

essi

ble.

Effe

ctiv

e us

e is

mad

e ac

ross

the

sch

ool

of a

ll re

sour

ces

to m

eet

the

need

s of

st

uden

ts in

all

subj

ects

.


111

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

man

agem

ent,

sta

ffing

, fac

ilitie

s an

d

reso

urce

s ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d

as g

oo

d.

• Im

port

ant

aspe

cts

of t

he m

anag

emen

t of

the

sch

ool

are

effe

ctiv

e an

d e

ffici

ent.

Tim

etab

ling

and

the

dep

loym

ent

of

staf

f en

sure

th

at

stud

ents

’ le

arni

ng

expe

rienc

es

are

max

imis

ed. T

he c

aref

ul o

rgan

isat

ion

of le

sson

s an

d ac

tiviti

es

mea

ns t

hat

staf

f ar

e ab

le t

o p

rovi

de

smo

oth

tra

nsiti

ons

ac

ross

the

sch

ool

day

. In

form

atio

n b

oard

s an

d d

isp

lays

pr

ovid

e am

ple

info

rmat

ion

rega

rdin

g da

y-to

-day

eve

nts

and

this

con

trib

utes

to

the

effe

ctiv

e m

anag

emen

t of

the

sch

ool.

Goo

d co

mm

unic

atio

n w

ith p

aren

ts s

uppo

rts

the

orga

nisa

tion

of s

choo

l act

iviti

es a

nd t

his

resu

lts in

litt

le d

isru

ptio

n to

the

de

liver

y of

the

curr

icul

um.

• A

ll st

aff

are

wel

l qu

alifi

ed w

ith r

elev

ant

subj

ect

or p

hase

ex

pert

ise

appr

opria

te t

o th

eir

depl

oym

ent.

Spe

cial

ist

staf

f, in

clud

ing

thos

e w

orki

ng in

ear

ly y

ears

and

tho

se s

uppo

rtin

g st

uden

ts w

ith s

peci

al e

duca

tiona

l ne

eds,

hav

e at

tend

ed

rece

nt t

rain

ing.

Thi

s he

lps

ensu

re t

hat

stud

ents

ben

efit

from

pr

ofes

sion

al,

up-t

o-da

te g

uida

nce

or e

duca

tiona

l res

earc

h.

Ther

e ar

e fe

w e

xam

ples

of t

each

er s

hort

ages

but

, whe

n th

ey

do o

ccur

, th

ere

are

timel

y an

d ro

bust

app

roac

hes

in p

lace

, w

hich

ens

ure

cont

inui

ty o

f le

arni

ng f

or s

tude

nts.

The

re is

a

good

ran

ge o

f tr

aini

ng a

vaila

ble,

whi

ch a

ll st

aff

atte

nd a

nd

whi

ch le

ads

to im

prov

emen

ts in

teac

hing

.

• Th

e pr

emis

es a

nd f

acilit

ies

are

of g

ood

qual

ity a

nd in

clud

e sp

acio

us,

mod

ern

and

acce

ssib

le a

reas

for

lea

rnin

g. T

he

faci

litie

s in

clud

e lib

rary

an

d re

sour

ces

area

s,

whi

ch

are

stoc

ked

with

m

ater

ials

th

at

supp

ort

the

deliv

ery

of

the

curr

icul

um w

ell.

The

faci

litie

s fo

r tec

hnol

ogy

are

used

regu

larly

to

sup

port

inde

pend

ent l

earn

ing.

• Th

e sc

hool

is e

quip

ped

with

goo

d qu

ality

, mod

ern

reso

urce

s,

incl

udin

g t

echn

olo

gy.

Inve

stm

ent

has

led

to

var

iety

and

b

read

th in

mat

eria

ls a

nd t

his

help

s st

uden

ts’ e

ngag

emen

t as

w

ell

as

curr

icul

um

brea

dth

and

bala

nce.

R

esou

rces

ar

e di

strib

uted

fai

rly a

nd e

ffici

ently

. S

peci

alis

t eq

uipm

ent,

incl

udin

g th

at r

equi

red

by s

tude

nts

with

spe

cial

edu

catio

nal

need

s, is

read

ily a

vaila

ble

and

easi

ly a

cces

sibl

e by

all.


112

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

The

man

agem

ent,

sta

ffing

, fac

ilitie

s an

d

reso

urce

s ill

ustr

ated

bel

ow

wo

uld

be

eval

uate

d

as a

ccep

tab

le.

• Th

e op

erat

ion

of th

e sc

hool

runs

sm

ooth

ly m

ost o

f the

tim

e.

Tim

etab

ling

mak

es s

atis

fact

ory

use

of a

ll av

aila

ble

area

s to

m

eet

the

need

s of

stu

dent

s an

d st

aff.

The

orga

nisa

tion

of

less

ons

and

activ

ities

doe

s no

t al

low

muc

h tim

e to

be

lost

du

ring

the

scho

ol d

ay. M

ost s

taff

and

stud

ents

are

min

dful

of

the

scho

ol’s

rou

tines

. Inf

orm

atio

n bo

ards

and

dis

play

s ha

ve

suffi

cien

t in

form

atio

n to

kee

p th

e sc

hool

com

mun

ity u

p-to

-da

te w

ith d

evel

opm

ents

at

the

scho

ol.

Liai

son

with

par

ents

he

lps

the

plan

ning

of a

ll sc

hool

act

iviti

es a

nd th

e ha

ndlin

g of

an

y in

cide

nts.

• Th

ere

are

suffi

cien

t, qu

alifi

ed te

ache

rs to

pro

vide

a b

road

and

ap

prop

riate

cur

ricul

um fo

r all

stud

ents

, inc

ludi

ng p

rovi

sion

of

supp

ort f

rom

spe

cial

ists

for s

tude

nts

with

spe

cial

edu

catio

nal

need

s. T

each

ers

are

depl

oyed

app

ropr

iate

ly a

nd a

re a

ssis

ted

by e

noug

h su

ppor

t sta

ff an

d ot

her p

rofe

ssio

nals

. The

sch

ool

has

suita

ble

arr

ang

emen

ts f

or

ob

tain

ing

ap

pro

pria

tely

q

ualif

ied

sup

ply

tea

cher

s w

hen

nece

ssar

y an

d s

upp

ort

s th

em in

sch

ool.

Ther

e is

a s

atis

fact

ory

bala

nce

of e

xper

tise

amon

g st

aff.

Teac

hers

and

sup

port

sta

ff ar

e de

ploy

ed a

cros

s th

e sc

hool

app

ropr

iate

ly.

• Th

e pr

emis

es a

nd fa

cilit

ies

prov

ide

a cl

ean,

saf

e en

viro

nmen

t fo

r le

arni

ng,

teac

hing

an

d ex

tra-

curr

icul

ar

activ

ities

. Th

e te

achi

ng a

reas

are

of

an a

ccep

tabl

e si

ze.

Furn

iture

and

fit

tings

are

wel

l mai

ntai

ned.

Sto

rage

and

dis

play

faci

litie

s ar

e in

goo

d or

der.

Pla

ying

fiel

ds/g

ames

are

as a

re in

acc

epta

ble

cond

ition

and

regu

larly

use

d.

• Th

e sc

hool

is

equi

pped

with

mod

ern

reso

urce

s in

clud

ing

text

bo

oks

, p

ract

ical

m

ater

ials

an

d

equ

ipm

ent,

an

d te

chno

logy

. R

esou

rces

are

sui

tabl

y m

atch

ed t

o th

e le

arni

ng

need

s of

the

stud

ents

.

The

man

agem

ent,

sta

ffing

, fac

ilitie

s an

d

reso

urce

s ill

ustr

ated

bel

ow

are

unl

ikel

y to

be

acce

pta

ble

.

• D

ay-t

o-da

y m

anag

emen

t is

cas

ual.

Tim

e is

los

t be

twee

n le

sson

s an

d/or

act

iviti

es.

Too

little

inf

orm

atio

n is

pro

vide

d fo

r st

uden

ts, s

taff

and

pare

nts

to e

nabl

e th

e sc

hool

to c

ope

smoo

thly

with

any

issu

es a

risin

g.

• Th

ere

are

too

few

teac

hers

or a

sig

nific

ant n

umbe

r of t

hem

do

not

hold

sui

tabl

e qu

alifi

catio

ns.

Ther

e ar

e ga

ps in

tea

cher

s’

skills

or

arra

ngem

ents

are

inad

equa

te t

o m

anag

e te

achi

ng

whe

n st

aff a

bsen

ce is

hig

h.

• Th

e fa

cilit

ies

are

inad

equa

te to

mee

t cur

ricul

um re

quire

men

ts.

Cla

ssro

oms

are

too

smal

l for

the

num

ber o

f stu

dent

s in

them

.

• R

eso

urce

s fo

r le

arni

ng a

re in

suffi

cien

t to

mee

t stu

den

ts’

lear

ning

nee

ds

or

the

dem

and

s o

f th

e cu

rric

ulum

.


113

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6


114

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Unite

d Ar

ab E

mir

ates

Sc

hool

Insp

ectio

n Fr

amew

ork

2015

-201

6

Ove

rall

pe

rfo

rmance

jud

ge

me

nt

Insp

ecto

rs ju

dg

e th

e o

vera

ll p

erfo

rman

ce o

f th

e sc

hoo

l by

cons

ider

ing

the

mat

ch o

f th

e in

div

idua

l p

erfo

rman

ce in

dic

ato

rs u

sing

the

‘bes

t fit

’ with

the

fo

llow

ing

sta

tem

ents

:

Out

stan

din

gVe

ry G

oo

dG

oo

dA

ccep

tab

leW

eak

Very

Wea

k

Out

stan

ding

ju

dgem

ents

sho

uld

incl

ude:

• S

tude

nts’

pro

gres

s•

Teac

hing

for

effe

ctiv

e

lear

ning

• Th

e ef

fect

iven

ess

of

lead

ersh

ip•

Sel

f-ev

alua

tion

and

impr

ovem

ent p

lann

ing.

Very

goo

d or

bet

ter

judg

emen

ts s

houl

d in

clud

e:•

Stu

dent

s’ p

rogr

ess

• Te

achi

ng fo

r ef

fect

ive

le

arni

ng•

The

effe

ctiv

enes

s of

le

ader

ship

• S

elf-

eval

uatio

n an

d im

prov

emen

t pla

nnin

g.

Goo

d or

bet

ter

judg

emen

ts s

houl

d in

clud

e:•

Stu

dent

s’ p

rogr

ess

• Te

achi

ng fo

r ef

fect

ive

le

arni

ng•

The

effe

ctiv

enes

s of

le

ader

ship

• S

elf-

eval

uatio

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32Section



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Categories for Disabilities/Special Educational Needs

Special educational needs are defined as ‘Educational needs that are different from those of the majority of students, and which arise from the impact of a disability or recognised disorder.’

Being identified with a special educational need could mean that students require specialist support, specific curriculum modification or individualised planning to ensure that they make the expected levels of progress given their starting points.

Type of Need Description

Behavioural, Social, Emotional

Behaviour that presents a barrier to learning Emotional problems such as depression, eating disorders, attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD), Oppositional Defiant Disorder (ODD), Conduct disorder (CD), childhood psychoses and syndromes such as Tourette’s.

Sensory

Visual impairmentVisual impairment is when a person has sight loss that cannot be fully corrected using glasses or contact lensesHearing impairmentHearing impairment, deafness, or hearing loss refers to the inability to hear things, either totally or partially.

Physical Disability

Disabilities arising from conditions such as congenital deformities, spina bifida and/or hydrocephalus, muscular dystrophy, cerebral palsy, brittle bones, haemophilia, cystic fibrosis or severe accidental injury. It is important to state that there is no necessary direct correlation between the degree of physical disability and the inability to cope with the school curriculum, apart from the elements involving physical activity. Students with severe physical disability may have minimal special educational needs, while those with minimal physical disability may have serious learning needs.

Medical Conditions or Health Related Disability

Medical conditions that may lead to an associated “special need”. These conditions may be temporary but are more likely to be ongoing and include such illness as asthma, diabetes and allergies.

Speech and Language Disorders This does not include students with additional language needs

Expressive language disorder – problems using oral language or other expressive language. Students’ understanding of language is likely to exceed their ability to communicate orally.Receptive language disorder – problems understanding oral language or in listening.Global language disorder – difficulties with both receptive and expressive language. Global language disorders affect both the understanding and use of language.

Communication and Interaction

Autistic Spectrum Disorders (ASDs) are neurological disorders that are characterised by difficulties with social communication, social interaction, social imagination and flexible thinking.Asperger’s Syndrome is thought to fall within the spectrum of autism, but with enough distinct features to warrant its own label. It is characterised by subtle impairments in three areas of development. There is no clinically significant delay in cognitive development or in language acquisition. However, students with Asperger’s syndrome often have communication difficulties.

4.1 Special educational needs, and gifted and talented



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Type of Need Description

General Learning Difficulties

Learning difficulties 1

Below average general intellectual functioning often reflected in a slow rate of maturation, reduced learning capacity and inadequate social adjustment.

Learning difficulties 2

Significant learning difficulties which have a major effect on participation in the mainstream curriculum, without support.

Profound and Multiple Learning Difficulty (PMLD)

Complex learning needs resulting in severely impaired functioning in respect of a basic awareness of themselves, the people and the world around them. They may include physical disabilities or a sensory impairment. A high level of support is likely to be required.

Assessed Syndrome

A syndrome usually refers to a medical condition where the underlying genetic cause has been identified, and the collection of symptoms is genetically related. Examples of syndromes include: Down’s syndrome, Stickler syndrome and Williams syndrome.

Specific Learning Difficulties

Dyslexia -reading

Dyslexia is a specific difficulty with learning to read fluently and with accurate comprehension despite normal or above average intelligence. This includes difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory and language skills/verbal comprehension.

Dysgraphia - writing/spelling

Dysgraphia is a specific learning difficulty that affects written expression. Dysgraphia can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Dysgraphia can be a language-based and/or non-language-based disorder.

Dyscalculia - using number

Dyscalculia is a specific learning difficulty that affects the ability to acquire arithmetical skills. Learners with dyscalculia may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures.

Dyspraxia – fine and gross motor skills

Dyspraxia goes by many names: developmental coordination disorder, motor learning difficulty, motor planning difficulty and apraxia of speech. It can affect the development of gross motor skills like walking or jumping. It can also affect fine motor skills or speech. Dyspraxia is not a sign of muscle weakness. It is a brain-based condition that makes it hard to plan and coordinate physical movement.



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Gifted and Talented

The definitions of gifted and talented students take account of the ‘Differentiation Model of Giftedness and Talent’* and align with international best practice.

• The term giftedness refers to ‘a student who is in possession of untrained and spontaneously-expressed exceptional natural ability in one or more domain of human ability.’ These domains will include intellectual, creative, social, physical abilities. In the case of a gifted student, whilst exceptional potential will be present, they may actually under achieve.

• The term talented refers to ‘a student who has been able to transform their ‘giftedness’ into exceptional performance’. Talented students will always demonstrate exceptional levels of competence in the specific domains of human ability.

All gifted students have the potential to be highly able but not all highly-able students are truly gifted. Common distinctions between the able and gifted child include:

• an able student knows the answer; the gifted learner asks the questions

• an able student works hard to achieve; the gifted learner knows without working hard.

• an able student enjoys school; the gifted learner enjoys self-directed learning

• an able student has a fine imagination; the gifted learner uses that imagination to experiment with ideas.

It is essential in the education of students with special gifts and talents, that schools form effective partnerships with parents so that students with special gifts and talents are understood, valued and included in the school community, where they have the ability to make friendships with students with similar interests and abilities.

Giftedness is not always visible and easy to identify. Its visibility can be affected by cultural and linguistic background, gender, language and learning difficulties, socio-economic circumstance, location and lack of engagement in a curriculum that is not matched to their abilities. Identification could happen through a range of ways including:

• observations

• interviews with parents

• gifted and/or talented screening checklists

• student interest surveys, self-reports and student interviews

• standardised attainment tests

• standardised assessments of cognitive development and ability that can only be administered by psychologists.



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The identification of students with special gifts and talents should not be viewed as an isolated activity. It is the essential first stage of a continuum of provision which should provide appropriate and personalised learning programmes to enable all gifted students to become talented. The following are key aspects to consider when personalising education programmes for students with special gifts and /or talents.

• Differentiation - An effectively differentiated curriculum meets the needs of students with a range of learning styles and ability levels. A differentiated curriculum is essential for gifted and talented learners whose potential is unlikely to develop without special educational provisions.

• Pace - It is likely that gifted and talented students will learn at a faster pace. They may understand new concepts more easily and with fewer repetitions. Consequently teachers will need to provide appropriate challenge to sustain the students’ attention and desire to learn.

• Assessment - Assessment is an important, on going diagnostic tool for matching curriculum delivery to students’ needs. Pre-assessment allows teachers to determine what students already know, so that a more challenging learning programme can be provided.

• Groupings - Students with special gifts and talents can benefit from flexible grouping within the classroom where they can work individually or with other gifted students.

• Level of work - Gifted and talented students generally understand concepts and ideas at a level which is above usual age-related expectations. Therefore the curriculum needs to be concept based and include complex, abstract ideas so that interests and abilities are challenged and extended.

• Enrichment - It is expected that the vast majority of gifted and talented learners will be taught in mainstream classes as part of a differentiated curriculum. Provisions for gifted and talented learners need to include opportunities for enrichment, extension and acceleration within and beyond the classroom.

‘Differentiation Model of Giftedness and Talent’*

Françoys Gagné: The DMGT: Changes within beneath and beyond. 2013. International Research Association for Talent Development and Excellence.



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4.2 Glossary of TermsThis glossary is to help framework users mean the same thing when referring to a particular aspect of education and for the purposes of school inspections, we recommend that terms should be used according to the definitions below. The definitions given are intentionally brief.

Word or acronym Meaning

Abstract Ideas that are not tangible or concrete

Access (to a curriculum)

A way into experiencing the curriculum

AccountabilitySchools, their staff members and governors/owners/proprietors being responsible for the quality of school performance and the resulting outcomes for students

AchievementThe success that students gain in any area of learning or life, for example, academic, sporting, artistic and creative

AccreditationA system by which the quality of a school's performance is assessed against written standards and officially recognized by an external organisation

Age-appropriateCurricula or outcomes that match the developmental stages of the children and students concerned

AnalysisA higher order thinking skill involving detailed scrutiny i.e. breaking something down into smaller pieces of meaning so that origins and connections can be understood

APAdvanced Placement Grade 12 courses and examinations provided by schools offering a US curriculum

ApplicationThe use of a concept or skill in a new context, within or outside the school setting

AssessmentA process of finding out what students already know, what they have learned, how they have learned it and how they apply it

Assessment - external

Evaluative tests given by an independent organisation other than the school, intended to measure students’ achievement and to externally validate their performance levels

Assessment - formative

Regular oral or written evaluation of students’ learning, including oral or written feedback on how to improve

Assessment - internal

Formative and summative assessment tasks and tools created by the school and its teachers

Assessment - summative

A formal process at the end of a unit of work, term or school year, often taking the form of examinations or internal tests, after which a number, letter or adjective is used to designate how well students have achieved the curriculum expectations

Assessment - self/peer

A process whereby students evaluate the quality of their own and others’ work

Assessment information

Information about the knowledge, skills and understandings that students have acquired over a lesson, unit of work, term or school year



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AttainmentThe curriculum standards that students have reached, usually described by using numbers, letters or adjectives

Authorised (and Licensed) curriculum

The curriculum that the school has decided or been given the authority to deliver as a condition for it to operate within the UAE

Basic skillsSkills a student needs to access the curriculum – includes literacy, numeracy, and learning technologies.

BenchmarkingComparing students' levels of attainment with those of other students in similar circumstances or following the same curriculum

Benchmarking - international

Comparing students' levels of attainment with those of other students outside the UAE

Best practice Current and commonly accepted ways of doing things most effectively

BilingualAble to work in two languages – a bilingual classroom is one where the medium of instruction (the teaching language) is in two languages

BrevetThe French tests of students' attainment given after nine years of schooling, during Troisieme. (Also the name of the diploma)

Capacity The power, faculty, talent, character or will to do something

CAT4Cognitive Abilities Test (UK) of reasoning ability, not curriculum content. Also Canadian Achievement Test of curriculum content

CBSECentral Board of Secondary Education, an Indian authority that provides curricula and examinations. Also CBSE-I (international)

Challenge(verb) To set a demanding or difficult task (noun) A demanding or difficult task

Child protectionPolicies and procedures to prevent and/or respond to abuse, neglect, exploitation or violence affecting children

CollaborationActivities which involve school leaders, teachers, parents or students working together in order to achieve a common objective

CompetenceSufficiency of means or ability to know or do something – mastery of a skill, ability or area of knowledge by a student

Compliance Action in accordance with a recommendation, regulation or law

CPDContinuing professional development, usually of staff to enhance their knowledge and skills at work

Creative thinkingA way of thinking which uses one's imagination to create new ideas or things

ContinuityWith respect to curriculum provision, the characteristic of uninterrupted and increasing challenges to students as they grow older

Corporal punishment

Punishment of a child by physical means to inflict bodily pain – forbidden in all UAE schools and must not be condoned or tolerated under any circumstances

Criteria(plural of criterion) standards or principles by which a person or thing is judged

Critical thinkingThe ability to examine information and question its validity - reasoned thinking involving critique, analysis, evaluation, judgement and improvement strategies



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Curriculum Everything a school deliberately organises for students to experience

Cyber safetyProtection against the possible negative or detrimental influences of the internet, including bullying and inappropriate content

Data

Factual evidence a school has as evidence of its performance – often numerical or statistical (attendance or assessment information) – measurements used to make reasoned calculations/conclusions about school effectiveness

Data monitoringRegular collection and systematic analysing of data that enables tracking/monitoring of student and school performance

Didactic A manner of teacher-directed instruction

DifferentiateTo plan, teach and assess, taking account of differences amongst students, e.g. cognitive, linguistic, cultural, learning styles

DisabilityA long-term physical, mental, intellectual or sensory impairment which may hinder a student’s participation in the curriculum

Early years education

The education provided to children who are in school but younger than the statutory school age

ElaborationA part of creative thinking – the skill of taking a starting point and building on it to develop something different, more refined or complex

Elective Something a student can choose to do from several options

Engagement The action of being attentive or participative

Enquiry (Inquiry) The process of investigating, involving questioning, formulating hypotheses, gathering information, drawing conclusions and presenting findings

EnrichmentFurther challenge and/or variety of experiences in the curriculum that stimulate and motivate students, during lessons or outside of them

EnterpriseA readiness to undertake new ventures, especially those involving initiative, complexity. For example, a new business

EntitlementThe sum total of the legal, cultural and moral expectations which a parent or student generally has the right to expect from a school and the education system

Entrepreneurial

An entrepreneur is an individual who organises, operates and assumes the risk for a business venture. Entrepreneurial skills are developed in students when they are given opportunities to use their imagination and initiative, and to undertake new projects

Ethos The characteristic beliefs and spirit of a school community

ExtensionDescribes the setting of more difficult work within a topic or subject area – often used with enrichment to consolidate knowledge - an extended curriculum offers learning options greater than the minimum required

FacultyA division/department within a school which usually includes one or more subjects

Flexible (learning)Part of creative thinking – ability to use knowledge and understanding in unconventional/ unusual ways – flexible learning pathways allow and encourage students to make cross-curricular links



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Foundation StageIn the English system this term applies to education provided for children before Key Stage 1, i.e., children younger than five years

Gifted & TalentedStudents who have demonstrated uncommonly high potential knowledge and/or skills in one or more academic or non-academic endeavours. (see Section 4.1)

Governors / Owners/ Proprietors

Those who have overall authority and responsibility for the operation and quality of a school

Graduate(verb) To complete a planned curriculum, usually at the end of secondary schooling. (noun) A student who has graduated

Groups

Significant categories of students, for example those with SEN, girls, boys, high attainers, gifted and talented, additional language learners – group work involves learning activities carried out by a number of students working together

Healthy living Making informed choices which ensures a student’s safety and a state of complete physical, mental and social well-being and not merely the absence of disease/infirmity

Higher order thinking skills

Taking acquired knowledge and understanding and using this actively to help make decisions, draw conclusions, see connections and form judgements – includes the ability to analyse information, apply knowledge to solve problems and to synthesise and evaluate findings

IB

International Baccalaureate - curriculum programmes, including the Primary Years Programme (PYP), Middle Years Programme (MYP), Career-related Programme (CP) and Diploma Programme (DP). Schools may offer one or more of these programmes

IBTInternational Benchmark Test - tests of English, mathematics and science for students in Years 3 to 10. The organisation responsible for IBT is based in Australia

IGCSEInternational General Certificate of Secondary Education, a qualification usually earned after Year 11 examinations of the National Curriculum in England

Improvement planning

The process of planning to make a school better, involving all who have an interest in the school – parents, students, teachers, leaders and governors/owners

InclusionAccess, support for learning and equal opportunities for all students, regardless of age, gender, ethnicity, ability or background

Independent (learning)

Able to operate without assistance or reliance on others

Individualised (learning)

Curriculum, teaching or assessment that is tailored to the needs of a particular student.

InnovationInnovation is the generation of new and creative ideas and the use of new or improved approaches

Interactive (learning)

Where there is active connection, communication and contact between two or more people or things – interactive learning is the opposite of passive learning and students are actively involved in their learning through investigation, problem solving, role play, collaborative tasks

Key Stage(KS) Year groupings in the National Curriculum for England, as follows: KS1 (Years 1-2); KS2 (Years 3-6); KS3 (Years 7-9); KS4 (Years 10-11)



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LeadershipThe ability to pursue clear objectives and convince others to join you in those pursuits

Learning

The process of gaining skills, experience, knowledge and understanding through study and exposure to good teaching. May also be applied to the collective skills, experience, knowledge and understanding gained from good teaching

Learning skills

A set of skills that enable students to gain knowledge, skills and understanding – may include a preference for learning in an auditory, visual or kinaesthetic way and include a spirit of enquiry, research, working independent of the teacher, alone or with others

Learning Technologies

Electronic devices and resources which are accessible and used by students and teachers to support day-to-day teaching, learning and development

Literacy The skills required to read and write and to become literate

Logic (logical thinking)

The ability to arrive at reliable answers from available evidence – logical thinking usually results in a logical answer that can be demonstrated to be true/convincing by drawing on given facts

ManagementThe practical business of running a school, department or aspect of the school’s work in an efficient and organised way

Mentor (Mentoring)A tutor/coach to an individual – a personal adviser and guide – involves linking students with suitable adults or older students to advise on academic, pastoral or career related issues

MonitoringWatching closely, to keep track of or to check – ways in which teaching staff at all levels can check on the quality of learning in a classroom, subject area or school

MAPMeasures of Academic Progress, a standardised testing programme from the USA

National Agenda targets

The targets set for each school in the UAE in TIMSS and PISA assessments

National identity A feeling of attachment to and pride in one’s country

NAPNational Assessment Programme (UAE), tests of Arabic, English, mathematics and science in grades 3, 5, 7 and 9

NumeracyThe mathematical equivalent of literacy – the basic skills needed for quantitative thought and to access the wider curriculum - to be numerate is to be able to use number for basic calculations

Off-site facility Any place, outside the school, that is used to further students’ learning

Open-endedA task or question that does not have one correct answer or outcome but invites a range of different responses from students of all abilities

OriginalityA thought, object or creation that has a new or independent quality, one that is not typically seen or expected – involves innovation and is an important aspect of creative thinking



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OutcomesThe results of students’ experiences in schools, relating both to academic and personal development

PartnershipsThe planned process through which student learning is enhanced by collaborative engagement between the school, the parents, other schools and the community, both local and global

PeerOne person among a number of his or her equals – peers/a peer group refers to those of similar age/stage of education

Personalised (learning)

Learning that is tailored for an individual, allowing students to follow individualised pathways through the curriculum with differentiation that seeks to identify and use each student’s learning styles and preferences

PIRLSProgress in International Reading Literacy Study, a test of knowledge and skills for students in Grade 4

PISAProgramme for International Student Assessment, a test of knowledge and skills for 15 year-old students in reading, mathematics and science

PrincipalA generic term to describe the specific leader(s) of a school – includes all other names of school leaders, including headteacher, superintendent, proviseur, director

Problem solving

Involves discovering, analysing and solving problems – to overcome obstacles and find a solution that best resolves the issue – requires enquiry skills, creativity and higher-order thinking and is important in introducing differentiation and challenge into the curriculum

Professional development

Used to describe all of the training and in-school/on-the-job learning and improvement which teachers/non-teaching staff experience - normally has a direct link to the school improvement plan and any personal targets set arising from performance management

ProfileAn overall assessment of a student to provide a full picture of his or her learning capabilities so that needs can be understood and acted upon

Programme of study

Sets out in broad terms the main content headings and learning objectives of a curriculum area or unit

Progress

Changes in students’ knowledge, skills and understanding, measured against a starting point and/or against a learning objective, and sustained over a period of time (such as a lesson, unit of work, term, year of phase of schooling)

Qualitative assessment

Relates to a judgement of quality

Quantitative assessment

Relates to a measurement of quantity / amount

ReliabilityThe extent to which a test gives consistent results if administered by different people and under different circumstances. See also validity below

Rote (learning)

Learning that depends only on the use of memory, often in a very mechanical/repetitive way that does not engage or stimulate students’ imagination/interest and that restricts the development of creativity and higher order thinking skills

Safeguarding

Protecting the health, safety, well-being and entitlements of students related to child protection, but a more inclusive term as it focuses on the need for everyone, adults included, to look after themselves and each other as well as protecting children



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SATA curriculum-neutral, standardised test of reading, writing and mathematics for students in Grades 11 or 12 in US curriculum schools

Scheme of work

A medium-term curriculum planning document which sets out the learning intentions of a particular topic or teaching unit – usually an interpretation of a programme of study or examination syllabus and can be shared with students to provide an overview of the course

School communityAll those who work for and in partnership with the school to improve learning, including students, leaders, teachers, parents, governors/owners, non-teaching staff and community members

Self-evaluationA process undertaken by the staff to identify a school’s strengths and weaknesses in both provision and outcomes

Skill

A developed or learned ability to do something competently – the ability to use knowledge effectively. 21st Century skills include critical thinking, creative thinking and effective communication. Social skills are important, including collaborative skills which are considered an important outcome of an effective education and a feature of student entitlement

SMART

An acronym standing for Specific; Measurable; Achievable; Realistic and Time-bound. Describes good practice when setting school improvement targets in a school improvement plan – intelligent targets which suit the needs of the school

Special educational needs (SEN)

Educational needs that are different from those of the majority of students. Students with SEN require additional support or challenge in order to make good progress. (The most common categories of SEN are explained in Section 4.4)

Specialist supportExpert advice or support provided by a professional to meet a student’s needs, e.g., psychological, therapeutic, medical

StaffThe adults who work in a school, including leaders, teachers, assistants, managers, counsellors

StakeholdersThose who have an interest in a school, including the staff, students, parents, governors, owners / proprietors and community members

StandardsThe knowledge and skills that students should attain at a particular point in time, as explicitly stated in curriculum documents

StandardisedIn testing, using the same measures to ascertain what students in different times and locations have learned

Statutory Anything required by law

Student-centred learning

Learning that places the student as the centre of the learning process where they are active participants in their learning. Their learning needs are identified and met. Learning targets are shared with and understood by students. They learn at their own pace and develop their own strategies

Study skillsSkills a student needs to study independently. Teachers need to help students to develop their study skills as an important part of becoming independent learners

Subject leaderPart of the middle leadership in a school. Subject leaders have management and leadership responsibilities for an academic subject



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SynthesisA higher-order thinking skill describing the reasoning and creativity that makes the connections between different parts that can be brought together to make a whole

TeachingAll activities undertaken by the teacher aimed at enhancing students’ learning, including imparting information, developing students’ understanding, skills, attitudes and behaviour

Thinking skills

Students' abilities at age-appropriate levels to: recall and understand new concepts; make observations and predictions; analyse information; use logic and reasoning to solve problems; generate original ideas; apply knowledge to new contexts; and evaluate their own and others' thinking

TIMSSTrends in Mathematics and Science Study, a test for students in Grades 4 and 8 every four years

TransitionThe movement of a student from one phase of schooling to the next; for example, from elementary to middle or out of the school

Twenty-first Century skills

Flexible skills that need to be taught and students develop and acquire as an entitlement to equip them well for the challenges and opportunities of the fast-moving technological world of the present/future. This will include creative, innovative, original and higher-order/critical thinkers, capable of working collaboratively

Underachievement

A student who consistently, over time, fails to perform to their ability or potential is underachieving. There is a mismatch between potential and performance. Not to be confused with under-attainment where a student fails to do as well as they should in a single test/assessment

ValidityThe extent to which a test measures what it claims to or is intended to measure (see also reliability above)

Voice

The expression of opinion and the right to express that opinion. Systems and strategies that enable school leaders and governors/owners/proprietors to capture, respond to and take account of student and parent voice are important parts of a school’s self-evaluation process

Work ethicStudents’ attitude to work - the valuing of hard work and diligence to produce something worthwhile

Work scrutinyThe systematic review of student work samples from a particular subject / grade /year group over a set period so that judgements can be made about attainment and progress



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united arab emirates inspection framework · 2017. 12. 16. · united arab emirates school...

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