inspection handbook 2010 2011 eng

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InspectionHandbook

2010 - 2011

Dubai Schools Inspection Bureau


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Inspection Handbook 2010 - 2011

Inspection Handbook

2010 - 2011


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CONTENTS

Section 11.1 The purpose o the handbook ...................................................................................... 1

1.2 Foreword ........................................................................................................................................... 3

Section 22.1 Introduction.................................................................................................................................... 5

2.2 Quality promise.......................................................................................................................... 5

2.3 School sel-evaluation ......................................................................................................... 6

2.4 Code o conduct or inspectors .................................................................................... 6

2.5 Complaints ...................................................................................................................................... 7

2.6 Quality reviews........................................................................................................................... 7

Section 33.1 Framework o quality indicators ................................................................................ 9

Appendix 1Mission, vision, values and strategic objectives

o the Dubai Schools Inspection Bureau ................................................................... 59

Appendix 2Sel-evaluation ................................................................................................................................. 62

Appendix 3Plain language guide to the quality indicators..................................................67

DSIB quality indicators ............................................................................................................... 69

Glossary ................................................................................................................................................... 73


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Section 1

1.1 The purpose o the handbookThe handbook is published to provide clear inormation or parents, school colleagues andthe wider public about inspections in Dubai.

We want to explain how our inspections work so that everyone involved understands whatwe are trying to achieve.

The handbook contains the criteria schools will use as they begin the process o evaluatingtheir own work.

It also gives guidelines or school inspectors to support them in their task or the comingyear.


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1.2 ForewordDubai Schools Inspection Bureau has completed two years o inspection, continuing ourjourney in improving the quality o education we can oer our children and young people.

As we embark on the third year o inspections, our ramework o quality indicators continuesto respond to the inuence o stakeholders including school colleagues and parents.

This year we have three themes which we have given greater prominence in the qualityindicators.

The frst is in response to concern about the health o young people in Dubai. Schoolsin Dubai have a shared responsibility with parents to promote healthy living and inormyoung people about the importance o making healthy choices in their lives. The 2010-2011

ramework will require schools to review the arrangements they have in place to encouragea positive approach to health education.

The second relates to children and students with special educational needs. A orward-looking education system will ensure the successul inclusion and acceptance o all children.For this reason, the quality indicator reviewing the support or students requires a closereview o provision or those students with special educational needs.

Thirdly, in our aim to improve the quality o education or all students, it is essential that

we are both inward and outward looking. We should look to the achievement o studentsaround the world and strive towards the highest standards or all o our young people.Consequently, when our inspectors look at attainment and progress, they will evaluate theachievements o students against the curriculum standards ollowed by each school andalso against international standards. International standards are the academic expectationsarising rom international comparative studies such as the Programme or InternationalStudent Assessment (PISA), Trends in Mathematics and Science Study (TIMSS) and Progressin International Reading Literacy Study (PIRLS).

This year Dubai Schools Inspection Bureau will also publish a sel-evaluation tool to assist

schools in their work. This on-line resource is intended to provide support and guidanceto schools in order to acilitate rigorous and systematic sel-evaluation. In this way wetrust that schools can work in partnership with inspectors in bringing about the desiredimprovements.

We thank you all or your support in our eorts to achieve a good and reliable reputation orDubais schools. We seek to ensure that our schools are successul and that they are placeswhere we are happy or our children to spend some o the most important years o theirlives.

Jameela Al MuhairiChie, Dubai Schools Inspection Bureau


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Section 2

2.1 IntroductionThe guidance in this handbook is intended to ensure that inspections are o the highestquality and that the judgements inspectors make about schools are air, rigorous andconsistent.

All inspections should conorm to the standards stipulated in the ollowing quality promise,which is derived rom the values set out by the Dubai Schools Inspection Bureau (DSIB).

2.2 Quality promise

In every inspection sufcient valid and reliable evidence will secure the judgementsmade about the standards achieved and the strengths and weaknesses in theteaching and other aspects o educational provision.

Each schools strengths and the areas where it needs to improve its perormancewill be clearly identifed and reported.

Inspectors will establish eective working relationships with the sta o everyschool, based on proessionalism, sensitivity and an understanding o their concernsand the circumstances in which they work.

Inspections will be well planned and eectively managed.

Through its communications with schools, DSIB will make every eort to ensure aclear and shared understanding o what is involved at each stage o the inspectionprocess.

Inspectors will readily explore issues through proessional dialogue with the stao schools based on the schools sel-evaluation.

Feedback to school sta and governing bodies, given orally and in writing, will beclear and unambiguous.

Inspectors will aim to leave the sta o each school eeling that they have gained romthe experience o inspection. Those involved in running schools should recognise thethoroughness o the evidence base as well as understand and respect the judgements thatemerge. The entire school community should believe that the inspection has provided avaluable contribution to its strategy or improvement.


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2.3 School sel-evaluation

DSIB is committed to promoting sel-evaluation as a key aspect o the work o schools.Monitoring and evaluation provide essential inormation or setting priorities and planning

urther improvement.

Following international good practice in school inspections, DSIB places frm emphasis on therole o sel-evaluation in line with the schools growing amiliarity and confdence with theprocesses o sel-evaluation and improvement planning. This inspection handbook shouldbe an important tool or schools to use as part o their own sel-evaluation procedures.

The eectiveness o school sel-evaluation will play an increasingly important part in regularschool inspections. Over time, schools will be encouraged to align their sel-evaluation

with the quality indicators in this and subsequent handbooks. The schools sel-evaluationrecords will become a key part in the evidence gathering as part o the preparation orinspection by DSIB.

The quality o the schools action plan, written in response to the inspection teamsrecommendations, and the extent to which its actions have been implemented will bekey indicators o the eectiveness o school sel-evaluation. With well developed sel-evaluation systems which permeate all levels o the school management, schools will beable to identiy their strengths and weaknesses independently. This will speed the progressalong a journey o continuous improvement independent o the regular school inspections.

2.4 Code o conduct or inspectors

Inspectors must not only arrive at air and accurate judgements about schools, but theymust also conduct inspections proessionally.

Any assessment o proessional competence can cause anxiety, and inspection is no exceptionto this. Inspectors will treat all the people they encounter as part o the inspection process

with interest, courtesy and respect. The right o entry into schools is a privilege.

Inspectors will uphold the highest proessional standards in their work and ensure that staand students are treated airly and that schools beneft rom the experience o inspection. Theprocess will be transparent and carried out openly with the outcomes clearly communicatedto all parties. The standards expected or inspectors are set out in the DSIB Code o Conductor Inspectors.


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School inspectors are expected to:

make their evaluations objectively, be impartial and have no connection with theschool that could undermine their objectivity;

present an accurate, honest, air and reliable report o what the school achievesand does;

carry out all work with integrity, treating all those they meet with courtesy andsensitivity;

do all that they can to allay worry or anxiety throughout the inspection process;

act with the best interests and well-being o students and school sta in mind;

maintain purposeul and productive relationships and dialogue with those being

evaluated and communicate outcomes clearly;

respect the confdentiality o inormation.

Eective inspections are those which schools regard as air, rigorous and helpul and takeaccount o the schools sel-evaluation. I schools respect and value the quality o inspectionsthey will be more likely to accept and make use o the fndings to help them improve.

2.5 Complaints

DSIB will investigate any complaints raised by schools in relation to the inspectors code oconduct, the inspection judgements, and the quality and content o the report.

Complaints about the code o conduct and judgements must be received withinone week o the end o the period o inspection in school.

Complaints about the quality and content o the report must be received withinone week o the school receiving the drat report.

All complaints must be made in writing and addressed to the Chie, Dubai Schools InspectionBureau. DSIB will respond to complaints within one week o receiving them.

2.6 Quality reviews

The Knowledge and Human Development Authority (KHDA) may, at any time, carry out areview o the quality o an inspection and the outcomes. The purpose o the quality reviewswill be to check the reliability o judgements and any issues relating to the code o conduct.This may involve a small team o inspectors visiting a school ater the school-based part o

the inspection. This will be in addition to the routine quality assurance processes used byDSIB.


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Section 3

3.1 Framework o Quality Indicators

Introduction

This set o quality indicators has been developed rom those o the previous two years and

ollowing urther consultation.

Quality indicators are at the heart o most eective inspection systems worldwide. They

provide a ramework within which inspectors make judgements on the basis o evidence o

observed practice. They serve a number o purposes:

Indicators create a vocabulary or a conversation with, and between, schools aboutthe key purposes o schooling and the key determinants o educational success;

The highest level statements provide schools with a description o educationalexcellence to which schools can aspire;

The lowest level statements provide schools with a clear understanding o levelso provision that are considered unacceptable and must be improved;

The indicators can be used by schools or sel-evaluation purposes, and can belinked to school improvement through eective development planning;

The use o a common set o indicators encourages consistency in judgements acrossdierent inspection teams; inspectors base their judgements on the evidence othe practice they actually observe, rather than with reerence to set norms or byemploying relative ratings;

The publication o inspection quality indicators enables schools to see inspectionas a transparent process.


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School inspections are structured around seven key questions:

1. How good are the students attainment and progress?

2. How good is the students personal and social development?

3. How good are the teaching and learning?

4. How well does the curriculum meet the educational needs o all students?

5. How well does the school protect and support students?

6.How good are the leadership and management o the school?

7.How well does the school perorm overall?

One section in the inspection report on every school will set out the inspectorsrecommendations or what the school needs to do to improve urther.

The choice o indicators is based on research into school eectiveness. While there arelegitimate disagreements about some aspects o the purpose o schooling, there is analmost universal consensus that an eective school will seek to secure the best possibleacademic or cognitive outcomes, while also enabling students to thrive in terms o personaldevelopment, interpersonal skills and the aective side o human development.

These two key outcomes progress and personal development are the measure o schooleectiveness and orm the basis or the frst two sets o indicators. The next our indicatorsocus on what the research tells us about the most powerul actors determining schooleectiveness: purposeul teaching and learning, an appropriate and challenging curriculum,pastoral care and leadership. The indicators conclude with a fnal question involving anoverall judgement o school eectiveness.


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Inspectors will make judgements using a our-point scale. The our levels on

the scale are defned as ollows:

Outstanding quality exceptionally high quality o perormance or practice.

Good quality the expected level or every school in Dubai.

Acceptable the minimum level o quality required or Dubai. All key aspects operormance and practice in every school should meet or exceed this level.

Unsatisactory quality not yet at the level acceptable or schools in Dubai. Schoolswill be expected to take urgent measures to improve the quality o any aspect otheir perormance or practice that is judged at this level.

Consistency in quantitative terminology

The ollowing terms are used consistently throughout the indicators with the ollowing defnitions:

All 100% or very close

Almost all 90% and more

Most more than three quarters but less than 90%

Majority more than hal but less than three quarters

Minority more than 15% but less than hal

Few up to about 15%


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1. How good are the students attainment and progress?

Inspectors will make evaluations on the basis o the evidence they gather in relation to eachsignifcant age group in the school, taking into account the students ages and scaling their

expectations accordingly. Inspectors will take account o any signifcant variations in theperormance o dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.

The descriptors will be applied to certain key subjects:

Islamic Education (or Muslim students)

Arabic as a frst language and Arabic as a second language

English

The language used or teaching and learning, where it is not Arabic or English

Mathematics

Science


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1.1 Attainment in each key subject in relation to international standards

Key aspects Attainment in school-based tests and against external and appropriate international

standards

Knowledge, skills and understanding in each key subject

Trends in attainment over time

Outstanding Good Acceptable Unsatisactory

Brie illustrative

descriptions

In school-based tests

and the external

examinations used

by the school, most

students attain

consistently high

levels that are

above international

standards.

In lessons and in

their recent work,

most students

demonstrate

consistently

high levels o

knowledge, skills

and understanding

that are above

international

standards.

Most students

attainment in

external tests

and examinations

has been above

international

standards or

consistently

improving over time.


and the external

examinations used

by the school, the

majority o students

attain levels that are

above international

standards.

In lessons and

in their recent

work, the majority

o students

demonstrate levels

o knowledge, skills

and understanding

that are above

international

standards.

The attainment

o the majority

o students in

external tests

and examinations

has been above

international

standards or

improving over time.


and the external

examinations used

by the school, most

students attain

levels that are in

line with curriculum

and international

standards.

In lessons and in

their recent work,

most students

demonstrate levels

o knowledge, skills

and understanding

that are in line

with curriculum

and international

standards.

Attainment in

external tests and

examinations is

consistently in line

with curriculum

and international

standards or varies

rom year to year.


and the external

examinations used

by the school, less

than three-quarters

o the students

attain levels that

are at least in line

with curriculum

standards.

In lessons and in

their recent work,

less than three-

quarters o students

demonstrate levels

o knowledge, skills

and understanding

that are at least in

line with curriculum

standards.

There are signifcant

gaps in students

knowledge and

weaknesses in their

understanding.

Attainment in

external tests and

examinations varies

rom year to year

or is consistently

below curriculum

standards.


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Quality o attainment illustrated below would be evaluated as outstanding.

Using external and other appropriate benchmarks, students results, at all ages, are above international

standards.

Most students demonstrate high levels o knowledge and understanding shown in the consistently very

high quality o their work, above international standards.

The school has, over a number o years, raised attainment and/or maintained consistently high standards

o attainment or students.

Quality o attainment illustrated below would be evaluated as acceptable.

In relation to benchmarks used by the school, most students test and external examination results are at

least in line with curriculum and international standards.

Most students demonstrate knowledge, skills and understanding in the key subjects, in line with curriculumand international standards.

There may be variation rom year to year in external test results but, overall, students attainment is

broadly in line with curriculum and international standards.

USEFUL DEFINITIONS :

ATTAINMENT: The level students reach, usually measured by reerence to benchmarks, such as

test and examination results.

INTERNATIONAL STANDARDS: Academic expectations arising rom international comparativestudies, such as the Programme or International Student Assessment (PISA), Trends inMathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study(PIRLS).


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1.2 Progress over time

Key aspects Progress against starting points and over time

Suitability o expected levels


Brie illustrative

descriptions

Assessment

inormation indicates

that most students,

including those with

special educational

needs, consistently

make much better

than expectedprogress in relation

to their starting

points.

Assessment


that most students,


special educational

needs, make better

than expected

progress in relationto their starting

points.

Assessment


that most students,


special educational

needs, make the

expected progress

in relation to theirstarting points.

Assessment


that less than three

quarters o the

students make the

expected progress

rom their starting

points.

Quality o progress illustrated below would be evaluated as outstanding.

Assessment inormation shows that, in relation to their assessed starting points, students reach much

higher levels o attainment than predicted.

Most students make signifcant gains in their knowledge, skills and understanding. They make links

between subject areas demonstrating high levels o competence and applying their skills successully in

unamiliar learning contexts.

Quality o progress illustrated below would be evaluated as acceptable.

Assessment inormation indicates that most students make expected progress in relation to their starting

points.

Most students make acceptable gains in knowledge, skills and understanding. However, only a ew students

make links to prior knowledge and lack confdence in applying their skills in unamiliar contexts.


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Attainment and progress are unlikely to be o acceptable quality i any o the

ollowing apply;

Students are working at a level well below what is expected or their age.

The rate o students progress is too slow and a signifcant minority o students donot make the progress o which they are capable.

Very ew students are able to apply their skills and knowledge in unamiliar

contexts.

USEFUL DEFINITION:

PROGRESS: The gains in learning made between two points in time. Students may makeunsatisactory, acceptable, good or outstanding gains in relation to their starting points.


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2. How good is the students personal and social development?

Inspectors will make evaluations on the basis o the evidence they gather in relation to each

signifcant age group in the school, taking into account the students ages and scaling theirexpectations accordingly. Inspectors will take account o any signifcant variations in thedevelopment o dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.

2.1 Attitudes and behaviour

Key aspects Observed attitudes and behaviour o students in and about the school

Studentsta relationships

Attendance

Punctuality


Brie illustrative

descriptions

Students are

sel-disciplined,

respond very well to

adults and resolve

difculties in mature

ways.

Students

demonstrate

excellent

understanding

o healthy living.

Where possible, they

make appropriate

choices about their

own health and

ftness. They initiate

and/or take part

in activities which

promote healthy

living.

Attendance or each

semester or term

is at least 98%.

Students always

arrive at school and

to lessons on time.

Good behaviour

and relationships

prevail throughout

the school. Students

exercise sel-control.

Students

demonstrate positive

attitudes towards

healthy living and

ollow the schools

advice on keeping ft

and healthy.

Attendance or each

semester or term is

at least 96%. Almost

all students arrive

in good time or

lessons and at the

start o the day.

Behaviour and

relationships are

acceptable. Rules

are respected. The

school is orderly and

sae.

Students generally

ollow the schools

advice on eating

healthily and taking

exercise.

Attendance or each

semester or term

is at least 92%. All

but a ew students

arrive in good time

or lessons and at

the start o the day.

The poor behaviour

o a ew students

disrupts lessons

and/or causes

difculties around

the school.

Students

demonstrate poor

understanding o

healthy living and

take little heed o

the schools advice

on how to keep ft

and stay healthy.

Attendance or each

semester or term is

less than 92%.


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The quality o students attitudes and behaviour illustrated below would be

evaluated as outstanding.

Students attitudes to work and to others result in excellent standards o behaviour. Students are sel-

disciplined, respond very well to their peers and adults and resolve difculties in mature ways. Almost allstudents are making very good progress in the development o sel-regard and sel-confdence. Students

show independence o mind and co-operate well with others, including those with special needs, both

socially and in their school work. Their behaviour and social relationships show genuine concern or and

tolerance o others. Students have a strong commitment to ollowing a healthy liestyle. They show

responsibility by explaining the reasons or, and encouraging others in, making healthy eating choices and

taking regular exercise.

Students enjoy excellent relationships with sta. Students report that they eel sae, valued and supported

and this, in turn, leads to eective relationships amongst students.

Levels o attendance are at least 98%. Students are punctual in arriving at school and or lessons throughout

the school day. Students are aware o the need or good attendance, recognising the link between their

attendance and achievement.

The quality o students attitudes and behaviour illustrated below would be

evaluated as acceptable.

Students behaviour and relationships are inclusive and respectul. Rules and values are clearly stated

and understood. Consequently, the school is a sae and orderly environment or all students. Students

understand the reasons or making healthy eating choices and taking exercise and, in general, ollow the

advice available.

Student-sta relationships are based upon mutual respect, they are productive and afrming. The students

co-operate well with others and report that they eel sae, valued and supported by sta in the school.

Attendance is at least 92% and students are punctual.

Students attitudes and behaviour are unlikely to be acceptable i;

There is any bullying or intimidation and lessons are disrupted by students.

Students show little respect or teachers or peers.

Students regularly disregard the advice they are given about their well-being.

In social areas and around the school students do not eel sae.

Learning and teaching time is compromised through poor time keeping.

Attendance or each semester or term is less than 92%.


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2.2 Students civic understanding, their understanding o Islam and their

appreciation o local traditions and culture

Key aspects Students civic responsibility

Students respect or and their appreciation and understanding o Islam

Students appreciation o local traditions and cultures in the context o Dubais

multi-cultural society


Brie illustrative

descriptions

Students

demonstrate a

highly pro-active

approach to

their roles and

responsibilities

as members o a

community both

in and out o

school. They readily

assume positions o

responsibility.

They demonstrate

an excellent

understanding o

Islam and its impact

on contemporary

society in Dubai and

the wider world.

They respect and

appreciate Islamic

traditions, heritage

and values.

Almost all students

have an excellent

understanding and

appreciation o the

multi-cultural nature

o Dubai and the

national identity o

the UAE.

Students understand

their responsibilities

as members o a

wider community.

They take on

positions o

responsibility in the

school.

They understand

and reect on the

importance o Islam

in contemporary

society.

They appreciate the

multi-cultural nature

o Dubai and value

the UAE national

identity.

Students are

aware o their

responsibilities as

part o a larger

community.

They have a basic

knowledge o Islam

in Dubai and the

wider world.

They appreciate

the contribution o

local traditions and

cultures to Dubais

multi-cultural

society.

Students have little

or no awareness o

their responsibilities

as part o the school

community.

They have only

a superfcial

awareness o Islam.

They do not

appreciate local

traditions and

cultures or multi-

culturalism.


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Quality o civic understanding, understanding o Islam and local traditions and

culture illustrated below would be evaluated as outstanding.

Students are responsible and contribute actively to the lie o the school and the wider community. In

school and in their classes, students demonstrate maturity, high levels o independence and show respect

and consideration or the needs o others including those with disabilities. They undertake responsibilities

in school through well judged and planned systems. The students show care and consideration or others

and develop the skills o active citizenship. Students civic understanding is evident across all aspects o

the curriculum.

Students demonstrate a very good understanding o Islam. They understand the relevance and impact o

Islam on contemporary society in Dubai and reect upon key messages in relation to their own lives and

experiences. Where appropriate, students diligently put into practice what they learn rom studying Islam

and show their understanding o Islam in practical actions.

Almost all students understand and appreciate the multi-cultural nature o society in Dubai. Theydemonstrate a mature grasp o cultural diversity. Traditions and local heritage are well known and

understood by students who recognise their importance, relevance and value to people in the UAE.

Quality o civic understanding, understanding o Islam and local traditions and

culture illustrated below would be evaluated as acceptable.

Students contribute to the lie o the school and the wider community through planned responsibilities.

They understand their roles as citizens although there may be a limited range o opportunities in school

to do so. In school and in their classes, students show respect and consideration or the needs o others

including those with disabilities.

Students demonstrate a basic level o understanding o Islam. They have a secure understanding o the

relevance and impact o Islam on contemporary society in Dubai but need support to apply key messages

to their own lives and experiences. Where appropriate, students put into practice what they learn rom

studying Islam and show their understanding o their aith in practical actions.

Most students demonstrate an age appropriate understanding o the multi-cultural nature o society in

Dubai. They know about their culture and identity. However, their understanding may be in isolation rom

other work or experiences and students may require support to appreciate the meaning and relevance.

Local traditions and heritage are known and understood by students who recognise their value to people

o the UAE.

Students civic understanding, their understanding o Islam and their

appreciation o local traditions and culture are unlikely to be acceptable i;

Students do not assume any positions o responsibility in the school or do notrespect and value each other.

Students have no, or only a superfcial, knowledge or understanding o Islam.

Students have little knowledge and understanding o the traditions o Dubai andthe UAE, and o the multi-cultural nature o modern Dubai.


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2.3 Economic and environmental understanding

Key aspects Knowledge and understanding o the nature o Dubais economic planning and

progress and its place in the UAE and globally

Awareness o students own potential contribution to Dubais progress

Knowledge and understanding o the implications o local and global environmental

issues


Brie illustrative

descriptions

Almost all students

have a detailed

knowledge o

how Dubai has

developed. Most

students understand

the reasons or

the changes. Most

older students

have an excellent

understanding o

economics which

underpin the success

o Dubai and the

other emirates.

Students are positive

about their potential

contribution towards

that success.

Almost all students

show care or their

school and local

environment. They

seek ways to care

or and improve the

school environment.

They initiate and/or

take part in schemes

which support

sustainability and

conservation.

Older students

understand

that economic

decisions aect the

sustainability o the

environment.

Almost all students

know how Dubai

has developed. Most

students understand

some reasons or

the changes in

Dubai and the other

emirates. They

are aware o the

contributions which

they may make

to the continuing

prosperity o the

UAE.

Most students care

or their school and

local environment.

They keep it clean

and tidy. They take

part in activities

to improve the

environment.

Older students

understand the need

to protect local,

national and world

resources.

Almost all students

know how Dubai

has developed. The

majority o students

have a basic,

age-appropriate

understanding o the

economic success o

Dubai and the other

emirates and how

they may make a

contribution towards

that continuing

success.

The majority o

students take care

o their immediate

surroundings

and are aware o

some important

environmental

issues.

Students have

only a superfcial

knowledge o

how Dubai has

developed. The

majority o students

are unaware o

the importance o

Dubais continued

economic progress

and o their potential

contribution to it.

Students show

little concern or

their immediate

surroundings

and have limited

awareness

o important

environmental

issues.


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The quality o students economic and environmental understanding illustrated

below would be evaluated as outstanding.

Students demonstrate an advanced knowledge and understanding o the nature o Dubais economic

context. They have a very good understanding o the actors which characterise the success o Dubai and

the other emirates. Through well-planned enterprise activities and business projects, students acquire key

skills. Students are positive about the potential contributions they may make towards the success o Dubai.

Students have a clear idea about the ways in which they may make positive contributions towards the

success and uture prosperity o Dubai.

Students show a very good understanding o environmental sustainability. They actively seek ways to care

or and to improve their school environment. They initiate or take part in schemes to support conservation

and understand that economic decisions aect the sustainability o the environment.

The quality o students economic and environmental understanding illustrated

below would be evaluated as acceptable.

Students have a basic knowledge o Dubais economic and social development. They understand the key

actors which characterise the success o Dubai and the other emirates.

Students are positive about the potential contributions they may make towards the success o Dubai.

Students understand the importance o environmental sustainability. They take care o their school

environment. A ew may take part in schemes to support conservation.

Students economic and environmental understanding is unlikely to be

acceptable i;

Students have little or no knowledge o the nature o Dubais economic developmentand its recent history in relation to the UAE and the world.

Students are unable to recognise the contribution which they may make, or howthey may work within Dubai and the wider world.

Students take no interest in looking ater the school, they drop litter casually,or deace school property; they have little knowledge about the importance oenergy conservation and world environmental concerns.


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3. How good are the teaching and learning?

Inspectors will make evaluations on the basis o the evidence they gather in relation toeach signifcant age group in the school, taking into account the students ages and scaling

their expectations accordingly. Inspectors will take account o any signifcant variations inthe teaching o dierent groups o students, such as boys and girls, those o dierentnationalities and dierent abilities.

3.1 Teaching or eective learning

Key aspects Teachers knowledge o their subjects and how they are learned

Eectiveness o lesson planning and management o time in lessons

The use o available resources and space beyond reliance on textbooks and other

media

Teacherstudent interactions including the use o dialogue and questions

Teaching strategies to meet the needs o all students, including students with

special educational needs


Brie illustrative

descriptions

Consistently high

quality teaching

stems rom teachers

expert knowledge o

their subjects, howto teach them and

how students learn.

Lessons are skilully

planned and

timed. Resources

are deployed

creatively to enrich

learning. Teachers

interactions with

students ensure

they are alwaysactive participants

in achieving

meaningul and

relevant learning.

The development o

enquiry and critical

thinking skills is the

norm.

Teaching strategies

successully meet

the individual needso all students.

Almost all teachers

know their subjects

well, how to teach

them and how

students learn.Lessons are

imaginatively

planned and time is

used well. Resources

are deployed

eectively to enrich

learning. Teachers

interactions with

students ensure

they are active

participantsin achieving

meaningul and

relevant learning.

The development o

enquiry and critical

thinking skills is a

priority.

Teaching strategies

are designed to

meet the individual

needs o allstudents.

Most teachers know

their subjects well,

how to teach them

and how students

learn.Lessons are well

planned and timed

in most classes.

Resources are

used appropriately

to support

learning. Teaching

occasionally results

in passive student

participation. The

development oenquiry and critical

thinking skills is

inconsistent.

Teaching strategies

address the needs o

most students.

More than a ew

teachers are insecure

in their subject

knowledge and/or

how to teach them.Lessons are poorly

planned in most

classes. Resources

are not used

appropriately to

support learning.

Teaching regularly

results in passive

student participation.

Teaching strategies

ail to address theneeds o most

students.


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Quality o teaching illustrated below would be evaluated as outstanding.

Teachers have excellent subject knowledge and are able to put this in a meaningul context or the

learners; they understand the difculty o certain concepts and have a good repertoire o exemplifcations

to reinorce their relevance to students. Teachers create a positive learning environment, where they

encourage the learners to eel respected and that their eorts are worthwhile.

Lessons are very eectively planned. The purpose o activities is clear and learning is reviewed as an

integral part o the lesson. Lesson objectives are stated clearly and reviewed at the end o the lesson so

that learners have a clear sense o achievement; there is a good balance o activities with the use, where

appropriate, o whole class, individual and group work. Tasks, activities and resources are used to optimum

eect.

Teachers make ull and eective use o many resources, including inormation and communications

technology (ICT), to vary their teaching and promote active learning.

Teachers are skilled in their use o questions and arouse students inquisitiveness, inspiring them to wantto fnd out more. Their questions are ocused and oten individualised or particular students. They give

time or reection and require students to think deeply. Teachers adjust the pace o learning as a result o

students responses.

Classrooms are well organised and the learning activities are very well matched to the needs o individual

students and groups with diering learning needs and abilities. The tasks, activities and resources support

and challenge all students to maximise their progress. Teachers expectations are consistently high, and

appropriate or students at all levels o prior attainment. They expect students to take responsibility or

their own learning and promote collaboration or independent learning, as appropriate.

Quality o teaching illustrated below would be evaluated as acceptable.

Teachers have sufcient subject knowledge and can share this at a suitable level with students; they

appreciate students needs and include appropriate examples in order to establish relevance. There is a

positive climate or learning where students are encouraged to learn rom their mistakes.

Lessons are planned eectively so that the purpose o activities is clear. There is variation in learning

activities and time is allocated to review learning.

Teachers make adequate use o additional resources beyond the textbooks.

Teachers use questioning to test students understanding.

Teachers recognise that dierent groups and individuals have dierent learning needs and they adapt theirmethods and resources accordingly.


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The quality o teaching is unlikely to be o acceptable quality i;

Teachers have poor or inadequate subject knowledge and they have little awarenesso how students learn.

Lessons are poorly planned and time is used unproductively; lessons are monotonouswith no variety.

No resources are used other than textbooks or teacher-talk.

Teachers make no use o questioning to check understanding.

Teachers do not meet the learning needs o all groups and individuals, including

those students requiring additional help with their learning.


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3.2 Quality o students learning

Key aspects Students engagement in and responsibility or their own learning

Students interactions and collaboration Application o learning to the real world and making connections between areas o

learning

Enquiry and research skills

Students critical and higher order thinking


Brie illustrative

descriptions

Students are

enthusiastic and

take responsibilityor their own

learning in sustained

ways. They ocus

well and are able

to reect on their

learning to evaluate

their strengths and

weaknesses. Most

act on them in order

to improve. They

can fnd things outrom a variety o

dierent sources and

use ICT eectively

to support their

learning.

Students make

meaningul

connections with

other learning and

use these to deepen

their understanding.Students

communicate

their learning

meaningully, share

achievements

and collaborate

eectively in a

wide range o

learning situations.

Higher order and

critical thinking is acommon eature o

learning.

Students enjoy

learning and take

responsibility ortheir own learning.

They are aware

o their strengths

and weaknesses

and take steps

to improve. Most

students fnd

things out or

themselves and use

ICT to support their

learning.Students make

connections with

other learning and

relate these to the

real world. They

communicate their

learning to others.

Most collaborate

in a range o

learning situations.

Higher order andcritical thinking is a

developing eature

o learning.

Students have

positive attitudes

to learning andcan work or short

periods without

teacher intervention.

Although they may

be passive in their

learning, students

can explain clearly

and confdently

what they have

learned. They

have an adequateunderstanding o

their strengths and

weaknesses and

how to improve.

They occasionally

fnd things out or

themselves. They

use ICT in limited

ways to support

their learning.

Students makelimited connections

between new

and previous

learning and relate

learning to real lie

situations. They

are able to work in

groups. Students

higher order and

critical thinking is

sometimes a eatureo learning.

Students rarely work

without constant

teacher directionand lack interest in

learning. They are

easily distracted and

rarely reect on their

learning to evaluate

their strengths and

weaknesses. They

do not know how

to improve their

work. They cannot

fnd things out orthemselves and lack

ICT skills to support

their learning.

The students rarely

make connections

with other learning

and do not relate

their learning to

the real world.

They fnd it difcult

to discuss theirlearning and are

unable to collaborate

eectively in groups.

Higher order and

critical thinking is

rarely ound in the

students learning

experience.


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Quality o learning illustrated below would be evaluated as outstanding.

Students are motivated and eager participants in their learning. They are actively involved in their own

learning and development and show increasing skills as learners. Students are aware o their progress and

strengths in learning. The questions they ask show they are making connections between new learning

and what they already know. They are reective and analyse learning situations in order to discover the

best solutions. Their independence shows itsel particularly in the ways they use ICT.

Students choose the best ways to complete tasks within group and individual settings both in leading and

supporting their peers. Through eective collaboration with others, by contributing ideas and listening to

one another, students demonstrate high levels o skills as independent learners.

Skills, knowledge and understanding acquired are applied confdently and accurately to new learning

contexts. Students demonstrate success in applying their skills to problems reecting real lie situations.

They are successul, confdent, responsible learners.

Students demonstrate profciency in fnding out new inormation and are able to apply successully theircritical skills to tasks. Their work will oten reect maturity and independence o thought and they can fnd

things out or themselves by using books and other resources, including ICT.

Through the eective use o dierent sources o inormation, students are able to make accurate and

appropriate conclusions and present their learning with confdence. They make connections between their

learning in dierent parts o the curriculum.

Quality o learning illustrated below would be evaluated as acceptable.

Students occasionally take responsibility or and are active in their own learning. They do what the

teacher asks o them but are oten passive listeners or watchers, or undertake tasks which do not requiremuch thought. While the majority o students work well in the absence o close supervision, others lack

motivation or are easily distracted. They are unclear about what they need to do to improve. The students

have only a general awareness o their progress and strengths as learners.

Students work collaboratively but the composition o groups may lack variety. Whilst working in groups

or teams, students, at times, lack the skills they need to co-operate and produce good work. They do not

always understand the importance o listening to each other in order to make meaningul contributions.

Students acquire knowledge and skills rom a range o contexts but their understanding may be less well

developed. Consequently, students will only demonstrate success in their learning in amiliar contexts

where they are required to repeat a procedure. When required to apply their learning to new contexts, they

may need high levels o support.

Students demonstrate age-appropriate skills as learners but rarely exhibit skills in critical thinking.


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The quality o students learning is unlikely to be acceptable i;

A substantial proportion o students are not engaged in lessons and they are unableto explain what they are doing.

Students are unable to work collaboratively.

Students cannot relate the learning to their lives.

Students are unable to fnd things out or themselves.

Students make no connections between their learning in dierent parts o the

curriculum.

USEFUL DEFINITION:

LEARNING:How students undertake the tasks that lead to gains in knowledge, skills andunderstanding. Most students have a preerence or learning in an auditory, visual orkinaesthetic way. Ways o learning also include a spirit o enquiry; researching, workingindependently o the teacher, alone or with others.


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3.3 Assessment

Key aspects Assessment as part o the teaching and learning processes

Assessment methods and arrangements or record-keeping, including school policy

and its implementation

Use o assessment inormation by teachers and students

Quality o eedback, including the marking o written work, and use o assessment

inormation by teachers and students to inorm teaching and learning

Level o teachers knowledge o their students strengths and weaknesses


Brie illustrativedescriptions

A thoroughprogramme o

assessment and

review, including

students own

assessments o

their work, is

used consistently

throughout the

school. Teachers

are eective in

helping students inrecognising what

they need to do to

improve.

Assessment

inormation is used

well to inorm

planning.

Record-keeping

is detailed,

comprehensive and

used eectively byall sta to meet

students learning

needs.

Feedback to students

is comprehensive

and teachers have a

thorough knowledge

o students

strengths and

weaknesses.

Consistent andeective assessment

practices are in

place or monitoring

students progress.

All sta use them

to ocus sharply on

how students are

doing and what

they need to do to

improve.

Some adjustmentsto lessons are

made on the basis

o assessment

inormation.

Students are

involved in assessing

some aspects o

their own work.

Organised and

thorough record-

keeping reectsstudents progress

in relation to

expectations.

Feedback to

students is good.

Teachers have a

good knowledge o

individual students

strengths and

weaknesses.

Assessment is usedto monitor the

achievements o

students, to indicate

what they have

learned, to involve

them in evaluating

their work and

to help them to

understand what

they need to do

next.There are organised

procedures or

record-keeping but

inormation may not

be used eectively

by teachers to plan

the learning o

students.

Feedback to students

is given regularly

but the quality omarking is variable.

Teachers have

some knowledge o

individual students

strengths and

weaknesses.

Assessment is notwell developed

and may be largely

restricted to

summative tests.

Record keeping is

poor and assessment

is rarely used to

modiy teaching

or the curriculum

provided or

students.Students are not

given sufcient

eedback on their

perormance either

orally or through

teachers marking o

their written work.

Teachers do not have

sufcient knowledge

o students progress

and achievements.


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Quality o assessment illustrated below would be evaluated as outstanding.

Assessment is used as a tool or teachers to plan each step o learning. An assessment is made o each

student early in their time at school, in order to diagnose their capacities or learning and to identiy any

special needs and special talents. Throughout their time at school, assessment is used to check on progress

and give eedback to the students. Periodically, ormal tests are conducted and the results compared with

international benchmarks.

Inormation rom assessment is collected and analysed to identiy strengths and weaknesses in students

attainments and to identiy trends. Actual attainment is compared with predicted attainment and strengths

in provision can be ascertained. All teachers have access to this inormation and use it to evaluate the

eectiveness o the curriculum and their teaching. Whole school and individual targets are set and students

perormance is monitored to ensure students are meeting short and long term targets.

When teachers assess students work and mark their books, their comments are constructive in helping

students know what their next steps should be. Sta also use the analysis o data to plan lessons and

address the individual learning needs o all students. Students and parents are regularly involved in well

judged target setting procedures which help clariy clear learning goals or each student.

Students use objective criteria to evaluate their own and each others work and to identiy the next steps.

Inormal assessment during lessons, through or example questioning by the teacher, adds to the overall

picture o students attainment and progress.

Teachers have an excellent knowledge and understanding o individual students strengths and weaknesses.

Quality o assessment illustrated below would be evaluated at acceptable.

Students know the results o assessments and understand the nature o their strengths and weaknesses.The school undertakes some analysis o the test results to identiy patterns o attainment. Students may be

given oral eedback on their work; exercise books are marked regularly but there may be ew inormative

comments about how to improve.

Students evaluation o their own and others work is not a regular eature o the schools assessment

procedures.

Teachers have a broad understanding o the attainment and progress o groups and individual students.


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The quality o assessment is unlikely to be acceptable i;

The students are unaware o the results rom assessments.

Teachers make no use o the assessment results to modiy their work.

Teachers give no eedback to students and they seldom mark students work.

No use is made o benchmarking (either national or international) to reviewstudents perormance in a wider context.

Teachers have a poor knowledge o students individual achievements and theirlearning needs.

USEFUL DEFINITION:

ASSESSMENT: The process o fnding out how well students learn what they are taught.This is a continuous process using a variety o orms or dierent purposes. Formativeassessment includes the regular marking and evaluation o students work and includeseedback on how to improve. It also includes students assessment o their own workand that o their peers. Summative assessment is a ormal process at the end o a yearor unit o work, oten taking the orm o public examination or internal testing.


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4. How well does the curriculum meet the educational needs o all students?


their expectations accordingly. Inspectors will take account o any signifcant variations inthe provision or dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.

4.1 Curriculum quality

Key aspects Breadth and balance

Review and development

Continuity and progression

Cross-curricular links and extra-curricular activities

Curriculum links with the community and local environment


Brie illustrative

descriptions

The curriculum has

a clear rationale. It

is relevant, broad,

balanced and

challenging. There is

evident progression

and choice inlearning or all

students.

The curriculum is

reviewed regularly

and systematically.

Transitions between

sections and

phases ensure that

all students are

well prepared or

the next stage oeducation. Cross-

curricular links and

extensive extra-

curricular activities

signifcantly enhance

learning.

Regular planned

opportunities exist

or students to

learn within the

community andlocal environment or

beyond.

The curriculum has

a clear rationale. It

is broad, balanced

and challenging.

Progression is

planned and there

is some choice inlearning or almost

all students.

The curriculum is

reviewed annually to

ensure all students

needs are met.

Transitions between

sections and across

schools ensure that

most students are

well prepared orthe next stage o

education. Cross-

curricular links and

extra-curricular

activities enhance

learning.

There are regular

opportunities

or students to

learn within the

community and localenvironment.

The curriculum is

soundly planned,

broad and balanced.

There are no

signifcant gaps in

content but there

may be limitedchoice or certain

groups o students.

The curriculum is

reviewed rom

time to time. Plans

exist to promote

progression and

cross-curricular links

are evident across

a limited range o

contexts. Extra-curricular activities

exist but are limited

in range.

There are a ew

opportunities

or students to

learn within the

community and

local environment or

beyond.

The curriculum

rationale is unclear

and is mostly

dictated by the

text books. There is

discontinuity in the

curriculum in somesubjects rom year to

year and signifcant

gaps in content. It

is neither broad nor

balanced.

Any systematic

review o the

curriculum is

not sufciently

ocused on meeting

students needs.There are limited

extra-curricular

activities and ew

opportunities to

learn beyond the

classroom.


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Quality o the curriculum illustrated below would be evaluated as outstanding.

The curriculum has a clear rationale based on shared values. Its programmes, courses, syllabi and activities

promote challenge, enjoyment, progression, relevance, coherence, personalisation and choice in learning

or all students. The curriculum has breadth and balance across and within each o its various elements.

The curriculum consistently includes creative, physical and practical experiences. All key subjects are given

the appropriate amount o time.

The curriculum is regularly reviewed and updated as part o the schools sel-evaluation process and takes

account o the views o students and parents. Sta reect on the range and quality o the curriculum and

the impact o the experiences on students and the outcomes they achieve. As a consequence, curriculum

innovation is well planned and ensures that the needs and interests o all students are met.

Planning across the phases o education, both within the school and at the point when students transer

to the next school, prepares students well. It ensures that previous learning is taken into account when

preparing or the arrival o new students.

Crosscurricular themes are systematically and deliberately planned to ensure that students skills across

a range o subjects are developed in meaningul and interesting contexts. A wide range o extra-curricular

activities allows students to extend their learning and interests.

Through a strong sense o the schools shared curricular values and careully planned opportunities to work

with the local community, students are creative and enterprising. Older students are very well prepared or

the world o work and urther education.

Quality o the curriculum illustrated below would be evaluated as acceptable.

The curriculum is based on a clear rationale and values but it may not be ully consistent with meetingthe schools aims. It is generally broad and balanced across and within each o its various elements. The

curriculum is largely driven by the textbooks.

The curriculum is regularly reviewed but revisions and adaptations are not always implemented as a result

o this work. Most students needs are met.

Planning across the phases o education, within the school and at the point when students transer to the

next school, builds on previous curriculum content. However, students are not always well prepared or the

next stage o their education. The previous learning o new students is not taken ully into account.

There is limited development o cross-curricular themes. Opportunities are not always taken to make useul

connections between subjects and aspects that would promote greater coherence in the curriculum. Extra-

curricular activities occur rom time to time. Participation and access may not be possible or all students.

The school is aware o its place in the community but makes limited use o its surroundings to enhance the

curriculum. Visits and other activities are organised but not always eectively integrated with the learning

experience. There is occasional collaboration with local businesses.


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The quality o the curriculum is unlikely to be acceptable i;

Any stated key requirements are not provided.

It ails to cater adequately or the educational needs o particular groups o students.

There is no systematic review.

There is discontinuity rom year to year and between phases.

Opportunities or promoting essential knowledge, understanding or skills are

neglected.

USEFUL DEFINITION:

CURRICULUM: Everything a school deliberately teaches, including subjects and activitiesinside and outside the classroom such as extra-curricular activities and educationalvisits and visitors.


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5. How well does the school protect and support students?


their expectations accordingly. Inspectors will take account o any signifcant variations inthe provision or dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.

5.1 Health and saety

Key aspects Arrangements to ensure health, saety and security in all parts o the school, on

school transport and in other environments used by the school

Suitability o premises and acilities or all students, including those with special

educational needs

Quality o maintenance and record keeping; or example, fre drills and medicines,

together with records o incidents and subsequent actions

Provision or and promotion o healthy living

Care and welare o students including child protection


Brie illustrative

descriptions

The school

consistently and

in all respects

provides a ullysae, hygienic and

secure environment

or students and

sta. Buildings

and equipment

are maintained in

excellent condition.

Excellent supervision

o students prevails

at all times.

Healthy living issystematically built

into and promoted in

all aspects o school

lie.

All sta and

students are aware

o child protection

arrangements.

Frequent thorough

checks are made

and acted upon to

make sure that asae environment

is maintained.

Buildings and

equipment are

hygienic and kept

in a good state o

repair. The students

are well supervised

in classrooms,

playgrounds, as they

move around theschool and on school

transport.

Healthy living is

systematically built

into and promoted

in most aspects o

school lie.

Most sta and

students are aware

o child protection

arrangements.

Requirements or

maintaining the

health and saety

o students aremet. Buildings and

equipment are

secure, sae, in

sound repair, well

maintained and

clean. Students are

kept sae throughout

the school day and

accidents are rare.

Students are given

advice about healthyliving though

this might not be

systematically

promoted

throughout the

school.

The majority o

sta and students

are aware o

child protection

arrangements.

Policies or health

and saety are

poorly implemented.

Health andsaety checks are

irregular and not

rigorous. Some

parts o buildings

or equipment

are unsae and/

or unhygienic.

Supervisory practices

are weak.

The school does little

to advise studentson healthy living and

any advice may not

be supported by the

ood available or the

acilities or regular

exercise.

Arrangements or

child protection may

exist but these are

not widely known.


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Quality o health and saety illustrated below would be evaluated as outstanding.

There are very eective policies and procedures in place and these ensure that students are sae. Sta ully

understand their roles and responsibilities in ensuring health and saety. Practical measures are in place to

protect students including, or example, appropriate arrangements or school transport. Students state that

they eel sae in the school.

The school premises, equipment and resources are excellent and very well suited to the educational needs

o all students, including those with special educational needs. They ensure that students are sae at all

times whilst participating in a wide range o challenging and motivating educational experiences.

Comprehensive records are kept o regular and routine fre drills, evacuation procedures and other incidents,

with clearly stated action taken, to prevent their recurrence. Medical sta are vigilant in their care o

students. Routine checks are carried out and detailed records kept. Relevant medical inormation is shared

with sta in the school in a systematic way to ensure students medical care at all times whilst they are

working with dierent school sta. Medication is kept in a locked room or cabinet and all sta are well-

inormed about how and by whom it can be administered. Students with special educational needs are

provided with the specialist support to enable them to make a ull contribution to the lie o the school.

Healthy living is systematically built into and promoted in all aspects o school lie. School meals and snacks

provided by the school are consistent with the schools policy on the promotion o healthy choices. The

school provides very good advice to students and their parents on ood choices and oers a broad and

regular programme or physical education and sport to promote healthy living.

Child protection arrangements are clearly defned and understood by all students, sta and parents. The

school has very eective arrangements to protect students. Sta deal sensitively and eectively with

students needs and concerns.

Quality o health and saety illustrated below would be evaluated as acceptable.

There are eective policies and procedures in place to ensure that students are kept sae. Sta understand

their roles and responsibilities in ensuring health and saety. Practical measures are in place to protect

students and arrangements are reviewed to ensure that they are eective. Most students state that they

eel sae in the school.

The school premises, equipment and resources are suitable and provide a sae, inclusive environment or

students.

Records o health and saety procedures are up to date and appropriate risk assessments are completed

in relation to visits and potentially hazardous activities. Routine fre drills and other evacuation procedurestake place. There are sufcient medical sta to carry out routine checks. Medication is kept locked away

and all sta know how and by whom it can be administered. Students with special educational needs are

mostly given the specialist support they need.

The school has included in its curriculum planned opportunities or students to take part in physical activity

which promotes a healthy liestyle. The meals and snacks provided by the school are healthy. Parents are,

at times, involved in school activities which successully raise awareness o healthy choices.

Child protection arrangements are in place but the responsibility or their implementation may be in the

hands o a ew senior sta or members o the administration.


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The quality o health and saety is unlikely to be acceptable i;

Policies and procedures or health and saety, including those or school transport,are poorly implemented.

Health and saety checks are irregular and/or not rigorous.

Some parts o the buildings, play areas and/or school equipment are unsae orunhygienic.

Supervisory practices are weak.

School meals and snacks include unhealthy choices and little variety. The school is

not sufciently pro-active in the promotion o a healthy liestyle amongst students.

The premises do not have appropriate acilities to meet the needs o students withdisabilities.


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5.2 Quality o support

Key aspects Stastudent relationships

Student advice and support, including guidance regarding uture education andcareer paths

Sta handling o behaviour issues

Tracking and supporting students overall well-being and academic progress

Supporting students with special educational needs

Management o student attendance and punctuality


Brie illustrativedescriptions

Sta have very goodrelationships with all

students. Individual

students academic

progress is tracked

eectively to provide

individualised

guidance

and support.

Consequently,

changes in

students well-being and personal

circumstances are

monitored and the

inormation is used

to provide eective

support.

Students with

special educational

needs are admitted

into the schooland, through

very eective

arrangements, make

exceptional progress.

Studentseducational and

personal well-being

is a high priority or

sta. There are well-

developed systems

or tracking students

academic progress

and or giving good

advice and guidance.

Students with

special educational

needs are admitted

into the schooland well-managed

arrangements

ensure they make

good progress in

their learning.

Teachers know theirstudents needs

well. Teachers show

students respect

and respond to

their personal and

academic needs

with appropriate

advice and guidance.

Students with

special educational

needs make

acceptable progressthrough appropriate

modifcations to

teaching methods,

resources, acilities

and support.

The school isslow to diagnose

and respond to

students needs.

Assessment and

care arrangements

are weak or are not

applied consistently.

The students receive

insufcient advice

and guidance.

The arrangements

to support students

with special

educational needsare ineective and

consequently, those

students make slow

progress.


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Quality o support illustrated below would be evaluated as outstanding.

Teachers know all their students well, including those who fnd learning difcult, and are ully aware o

their individual social, physical, emotional and intellectual needs. Teachers have very good relationshipswith students and respond to them in supportive ways. Mutual respect, trust and confdence characterise

interactions between and among sta and students. All members o the school community demonstrate

care and concern or the needs o others at all times.

All students have ready access to known and trusted members o sta who provide well-inormed advice

and guidance about a range o important matters, including their academic progress, health and uture

career. Students questions, needs and concerns are handled sympathetically and, when appropriate, in

confdence. Students have recourse to an eective complaints procedure. High quality advice and guidance

results in actions that bring about improvements in student perormance.

The schools approach to managing behaviour is defned clearly and well understood by the students and

the whole sta, who implement the policies wisely and are supported ully by the senior management

team. Students are involved in discussions about the eectiveness o the approaches used and contribute

their views constructively. Although the behaviour o almost all students is exemplary, frm action is taken

when necessary. Parents receive comprehensive inormation about the schools expectations o standards

o behaviour and o how sta will deal with any instances o misbehaviour. External agencies provide

eective specialised support to individual students and their amilies when required.

The school maintains highly eective processes or checking the academic and personal development o

all students. The teachers monitor and record students progress efciently by regularly assessing their

written, oral and practical work. They requently discuss with students the rate o their progress and how

they can achieve key targets. Action is taken as necessary to ensure improvement. Reports to parents are

expressed in positive language, set out clearly what the students are doing well and the respects in which

their work needs to improve. Students and parents comment on these reports and respond well to them.

Students with special educational needs make excellent progress. Their needs are identifed quickly and

appropriate support is allocated. Individualised planning and eective review procedures ensure that

their needs are ully met. The curriculum, acilities and resources include appropriate modifcations and

comprehensively provide or the diverse range o special needs.

The school keeps accurate records o attendance and punctuality. Prompt action is taken when levels all

and parents ully support the importance o maintaining high levels o attendance and punctuality. Parents

are contacted immediately when students ail to arrive when expected.


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Quality o support illustrated below would be evaluated as acceptable.

Teachers know most o their students well and are aware o their social, physical, emotional and intellectual

needs. They have good relationships with students and respond positively to them. Teachers and students

respect one another and generally show care and concern or the needs o others.

Students receive advice and guidance rom sta on a range o matters, including their educational progress,

health and uture careers, and most eel confdent to ask adults or help. Students questions, needs and

concerns are usually dealt with efciently and, when appropriate, in confdence.

The school has an eective approach to managing the behaviour o its students. The sta know how to

implement the policies and are supported in doing so by the senior management team. Parents receive

inormation about how sta will deal with any instances o misbehaviour. External agencies are involved

in supporting individual students and their amilies as necessary.

Teachers monitor the rates o students progress by assessing their work, but they may not always do

so regularly or systematically. This is not always linked to tracking o personal development. Reports toparents set out the students strengths and areas or development.

Students with special educational needs make acceptable progress because most teachers modiy their

teaching methods and the curriculum to provide or the majority o the students needs. Progress is

monitored and support given through individualised plans and class support. Facilities and resources are

modifed to address their needs.

The school records attendance and punctuality but it may not systematically analyse the data. Monitoring

procedures are known to students, sta and parents and are intended to ensure the saety and well-being

o the students. Parents receive eedback about improved attendance and punctuality and understand the

action the school takes when it is required.


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The quality o support is unlikely to be acceptable i;

There are antagonistic relationships between sta and students.

Advice, support and guidance are uninormative.

Inappropriate behaviour management strategies are used.

There is no tracking to support students academic progress.

The schools admissions policy is too restricted and does not allow access orstudents with special educational needs.

Students with special educational needs are not provided with the necessaryspecialist support.

Arrangements to manage student attendance and punctuality are absent orineective.

USEFUL DEFINITIONS:

SPECIAL EDUCATIONAL NEEDS: Educational needs that are dierent rom those o the majorityo students. They include those who need additional support or challenge in their learning.

DISABILITY: A long-term physical, mental, intellectual or sensory impairment which, ininteraction with various attitudinal and environmental barriers, hinders a persons ull andeective participation in society on an equal basis with others.


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6. How good are the leadership and management o the school?

Inspectors will make evaluations on the basis o the evidence they gather in relation to theleadership and management o the school as a whole and o key sections within it.

6.1 Quality o leadership

Key aspects Leadership qualities

Proessional competence and commitment

Vision, direction and guidance

Development o relationships, teams and leaders at all levels


Brie illustrative

descriptions

Leadership and

management are

inspection handbook 2010 2011 eng

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