inspection report on modern english school cairo report … · inspection report, modern english...

Penta International

is a Department of Education approved inspection provider

Inspection report on

Modern English School

Cairo

Primary

27th – 30

th November 2011

Inspection report, Modern English School, Cairo – 27th – 30

th November 2011

Primary

page 1

This inspection was conducted against the standards introduced by the Department for Education (DfE) for

British schools overseas. These standards are based on those for independent schools in England.

To be recognised by the Department for Education, a British School Overseas must have an inspection report

which shows that their performance against all the standards is at least satisfactory. This reflects the

standards required for continuing registration as a school in England. Schools meeting the standards will have

their inspection reports published on the Department's website and will be registered on Edubase.

1. Context Page

1.1 Key contextual factors 2

1.2 British nature of the school 3

2. Quality of learning

2.1 How effective are learning and teaching? 4

2.2 How well are pupils cared for, guided and supported? 5

2.3 How well does the curriculum meet pupils’ needs? 6

2.4 How well does the school work in partnership with parents, other schools and the

community? 7

2.5 How well does the school prepare pupils for future learning? 8

3. Standards achieved by pupils

3.1 How high are standards achieved in the areas of learning, subjects and courses of

the curriculum? 9

3.2 How well are pupils’ attitudes, values and other personal qualities developed? 11

4. Leadership and management of the school

4.1 How well is the school led and managed? 13

5. Quality of provision

5.1 How good are the accommodation, the staffing levels and the resources? 14

6. Overall effectiveness of the school

6.1 How successful is the school? 16

6.2 What the school does well 17

6.3 What should the school do to improve further? 18

6.4 Does the school meet the DfE standards? 18


th November 2011

Primary

page 2

1. Context

1.1 What are the key contextual factors?

The Modern English School Cairo (MES) opened in 1990 with 28 students. It has recently

moved to new premises in New Cairo. There are now over 2,000 students.

MES is a community school where the current enrolment in primary is 1206 students. It

has gained many awards, memberships and accreditations, including being an IBO World

School, being accredited by Middle States Association of Colleges and Schools (MSA), and

by North Central Association (AdvancED). It is a member of the Near East South Asia

Council of Overseas Schools (NESA), the British Schools in the Middle East (BSME),

European Council of International Schools (ECIS) and the Council of International Schools

(CIS).

The primary school at MES Cairo is an English National Curriculum school which has adapted

aspects of its curriculum to take account of and celebrate its geographical context. The vast

majority of teachers are UK trained and all hold UK (or UK recognised) teaching qualifications.

The majority of the children on roll are Egyptian nationals whose first language is Arabic. At

the end of Year 6, children move to either the British or American secondary sections of the

school. Some go on to take the IB diploma.

The MES Cairo primary section prides itself on the quality of education on offer to students

from Foundation Stage through to the end of Key Stage 2. In a friendly and welcoming

atmosphere, the students are encouraged to care for one another and for the world around

them.


th November 2011

Primary

page 3

1.2 British nature of the school

Students in the Foundation Stage focus on Early Years Goals. They then move to a full

academic programme based on the National Curriculum of England, with slight adaptations to

reflect the international setting.

As well as undertaking the National Curriculum, all children take Arabic lessons. These are

taught specifically by the Arabic language department. Egyptian children take national exams

in Year 6 in Arabic, Religion and Social Studies; the pass rate for Ministry exams is 100%.

Specialist teaching is provided in physical education (PE), music, information and

communication technology (ICT), Arabic, art and French.

The school emphasises and develops its British nature by ensuring the strong UK ethos is

reflected in many facets of its work:

• The school is organised according to the structures used in English schools.

• The school house system is successfully implemented and children take a keen

interest through assemblies, sporting activities as well as house competitions.

• Teaching equips students with the skills and qualifications to enable them to

enter (or re-enter) the UK education system with ease.

• There is a strong and successful welfare support.

• The management and administration terminology relates to British expectations.

• The school is well resourced, in line with best UK practice.

• A range of educational visits are organised that support children to develop

physically, emotionally and socially.

• There are many opportunities provided for extra-curricular activities.


th November 2011

Primary

page 4

2. Quality of learning

2.1 How effective are learning and teaching?

Learning and teaching are outstanding. In the majority of lessons students are given

opportunities to learn in a variety of ways, both independently and collaboratively. For

instance one science lesson employed drama as a learning technique for molecular structure,

which notably engaged and extended the students. The social benefits of such approaches at

Modern English School, alongside the critical thinking abilities developed, makes practice at

the school exemplary.

Teachers know their subject material well; planning is concise, effective and up-to-date,

allowing for focussed lessons. Formative assessment is utilised well to identify starting points;

new objectives are linked carefully to previous learning, whether it took place last lesson or

even last year.

Students are familiar with self- and peer- assessment techniques. Consequently, they are

independent, motivated and able to be teachers themselves. There are many examples of

students successfully critiquing their own or a partner’s work, either orally or via the written

word. Good examples of this occurred with Year 3 children in handwriting and creative writing

lessons. In Year 5, mathematics learners were asked to assess their own understanding at a

midway point and were invited to the carpet for further teacher input if they felt they needed

it. These expectations of independence and the investment of trust in students’ self-

assessment abilities, push learning forward very effectively.

The scrutiny of the students’ books shows teachers mark students work well. Students are

given suggestions on how work may be improved as well as encouraging, positive comments-

on very good work. They are also given clear guidance on how to set out work clearly and this

is reflected in the high standards of presentation in most students’ books. In lessons, students

are always given reminders to support their learning as they move into the independent part

of the lesson, and so achieve very well.

The end of year report is very detailed, giving parents a wealth of information about all aspects

of their child’s achievements in addition to the standards attained. The reports are used by

the teachers as a basis for planning the next stages in learning because they identify the “Ways

Forward” in English and mathematics.

Teachers build strong beneficial relationships with students. They maintain discipline calmly

and supportively, creating an excellent atmosphere for learning - it is obvious students enjoy

attending school very much. Resources such as digital white boards and support staff are also

well utilised, as are shared spaces such as the pods or atrium.


th November 2011

Primary

page 5

2.2 How well are pupils cared for, guided and supported?

The overall care, guidance and support of students are outstanding. Pastoral relationships are

clearly recognised as the foundation of learning, as emphasised by the Key Stage 1 friendship

buddies, in classrooms and stairwells, on the buses and between staff, students and parents.

The ‘5Rs’ and Golden Rules are displayed all over the campus. They are referred to by

students and staff alike on a regular basis. They form the basis of a strong moral code and a

culture of reflective learning which provides the school community with the impetus for high

expectations of learning and behaviour.

Target setting is well developed and communicated clearly to students and parents alike.

Students were able to recall their literacy targets, for example, and understood the process by

which those targets would be reviewed and updated. Parents also expressed great satisfaction

with recent improvements in this area. Results are communicated to parents effectively.

Safety procedures are well understood by students and regularly reviewed. Emergency

evacuation drills are carried out at least twice per year. The site is clean, safe and equipped

with an appropriately staffed clinic which shares information via a central database where

necessary. Bus services are well coordinated and ‘bus matrons’ travel with students: the

management and mobilisation of the 120+ buses is outstanding. A bus per month is

recognised for exemplary behaviour.

The safety of students is prioritised at all times, and events are cancelled should there be a risk

to health or safety. The school benefits from the services of an educational psychologist on

four days each week, two days of which are in Primary.

To align better with the school’s class-based initiatives on healthy lifestyles, the school is

correctly developing improved provision of ‘healthy’ food in the school canteens.


th November 2011

Primary

page 6

2.3 How well does the curriculum meet pupils’ needs?

The curriculum is outstanding in its breadth, depth and rigour. Subject leaders and other

school leaders are well placed to review and modify the academic curriculum. Recent

initiatives have included Big Writing, Big Maths and Assessment for Learning. The school is

inclusive and there is a generously staffed Learning Development Department (LDD) and

special programmes for those with special educational needs (SEN). Parental support is

actively cultivated by LDD staff.

The enthusiasm for learning is supported by the outstanding range of after school activities

available to them. MES students have many opportunities to achieve and experience different

activities. The programme is well established and highly popular. Typical activities such as

drama, dance, cooking, football and video games, just like those found in a typical UK school :

significantly, the school takes good advantage of its location to run residential trips e.g. on the

Nile and to Cyprus. The after-school clubs enrich the learning experiences for the students, as

well as contributing to their personal and social development. As one parent expressed very

strongly to the inspection team: “The range of opportunities planned at MES means that the

students have a well-rounded education”.

The school meets all its obligations to the host country regarding curriculum. This includes the

teaching of Arabic, religion and social studies and a school year with a minimum of 175

teaching days.

Parents recognise and value the breadth of the curriculum and identify it as one of the great

strengths of the school.


th November 2011

Primary

page 7

2.4 How well does the school work in partnership with

parents, other schools and the community?

The school has recently expanded its involvement with the community further, meaning it is

very active. This partnership is a strength of the school. Parents are informed very regularly

through a multitude of sources and report that they feel highly valued.

Sources include ‘Meet and Greet’ sessions in Primary, the school’s website and ‘Messenger’

magazine, home-school link books for each student and regular parent-teacher academic

consultation sessions. The school has a well understood procedure for dealing with concerns:

staff are confident and sensitive when meeting with parents. School leaders are always on

hand during ‘Meet and Greet’ sessions to support dialogue.

The school asks parents to commit to reading with their children, to attend class productions

and sports days, support charitable activities and send healthy lunches with their children.

Volunteer parents also assist in school, especially with reading programmes.

The school actively seeks out parental opinion via questionnaires. It has started to produce

‘Learning Journeys’ for students in response to parental feedback, alongside thematic studies

documents and weekly newsletters. Parental interviews confirm the high level of satisfaction

with the partnership offered by the school.

MES supports a local Egyptian school, a variety of charities and an orphanage. Students raise

funds in many ways, such as the Year 5 fete, cake sales and a ‘Football Funday’. Regionally,

MES is a member of BSME, and staff and students regularly take part in BSME events.

The school notice board demonstrates an outstanding ability to collaborate with families and

the wider community members. They are highly effective in responding to diverse community

needs.


th November 2011

Primary

page 8

2.5 How well does the school prepare pupils for future

learning?

The school prepares students for future learning very well. From the Foundation Stage

onwards, the school seeks to induct students sensitively, understand their needs and tailor

provision to equip them for the future.

Staff are given particular responsibilities to ensure academic and pastoral transitions within the

school are well managed. Key assessment documents are transferred between year groups

and key stages. Secondary mathematics and science teams, for instance, correspond with Key

Stage 2 colleagues on more effectively managing transition into Key Stage 3.

The school has also recently created a Teaching and Learning Advisory Team to facilitate

Primary /Secondary transition.

Particular care is taken to support students when they transfer to Key Stage 3. Meetings are

held to inform parents and students are involved in a wide range of transfer activities. Staff

have developed clear systems to support transfer, and ensure the receiving teachers have

detailed supportive information on their attainment.

Students felt secure about transfer and looked forward to Key Stage 3 with positive excitement

and anticipation.

The use of National Curriculum levels to assess students allows for straightforward transfer

between British schools around the world, when appropriate. Students also gain entry to

universities of their choice: once there, the effective MES alumni organisation keeps them in

touch with friends and mentors. Alumni often return to seek and offer advice.


th November 2011

Primary

page 9

3. Standards achieved by pupils

3.1 How high are standards achieved in the areas of

learning, subjects and courses of the curriculum?

The standards of attainment at Modern English School (MES) are good at the end of Key Stage

1 and Key Stage 2. Given the great proportion of students who speak English as a second

language, this represents excellent progress.

The school leadership team have recently introduced an effective monitoring and assessment

cycle. As a result, students’ progress is systematically reviewed to ensure most attain the

expected levels at the end of each school year. The recent appointment of a lead teacher for

data analysis indicates the schools commitment to continuous improvement, and to the use of

assessment information to set appropriate and challenging targets for each student.

MES is a very popular school and is oversubscribed for the number of available places. In the

Early Years and Foundation Stage, the school is now establishing clear admission criteria: a

range of assessment methods are used to help the school select the children for entry. The

leadership team aim to improve the baseline assessment, which they want to enable the

teachers to plan more effective lessons; the overall aim is to accelerate learning and

attainment in the Foundation Stage.

Recent data shows that in 2011, the average score of children in FS1 was 4.5 points out of a

possible 9. By the end of FS2, 55% of children attain Level 1C in their writing – this is good

progress. The school development plan for 2012 sets a more challenging curriculum target for

writing expecting 55% of children to attain Level 1A by the end of FS2.

In Key Stage 1, students are set targets to attain the expected level when compared with the

United Kingdom. The 2011 assessment data shows 62% of students attained level 2B or above

in writing, 59% attained Level 2b or above in reading and 82% Level 2B or above mathematics.

Over the last 3 years there has been a significant increase in the standards attained in writing

and mathematics, with a slight dip in reading standards in 2011.

The school, at present, does not collect more detailed data for the students who attain the

higher standard of level 3 in reading, writing and mathematics. Attainment targets set for

2012 do not indicate the % of students who may possibly achieve Level 3. Setting higher

targets for the more able students is being considered as a way of further increasing standards

of attainment in MES.

In Key Stage 2, the data collected over the past 3 years shows that there is a very good year-

on-year improvement in attainment in writing, reading and mathematics. In 2011, 69% of


th November 2011

Primary

page 10

students attained Level 4 in writing (an increase of 19%), 68 % of students attained Level 4 in

reading (an increase of 20%) and 92% of students attained Level 4 in mathematics (an increase

of 27%). This shows consistent value-added for most students, but as in Key Stage 1, the

school does not set the higher target of Level 5 for the more able students to attain by the end

of the key stage.

The school aims for all students to attain 2 sub levels progress in the National Curriculum

standards. The teachers are well supported in this by the Senior Leadership Team (SLT). The

aim to raise standards through high quality staff training, for example introducing initiatives

such as ‘Big Writing’, is evident. The senior leaders regularly monitor students’ progress,

observe lessons and give feedback to teachers on the success of lessons, and advise on how

learning might be improved. The strategic and planned actions by the SLT contribute very well

to the school’s aim to challenge, inspire and achieve.

All students are set curriculum targets related to the knowledge and skills they are learning in

lessons. Targets are securely embedded in each year group. The progress of students towards

their targets is formally tracked by the primary head teachers and senior leaders 3 times a

year, as are the impact of new initiatives to improve standards. Classrooms have targets

boards: most students know their targets and what they need to do to achieve them. The

consistent and effective use of assessment enables most students to achieve the learning

objective by the end of each lesson. Teachers generally explain the next steps in learning

clearly, so that students know they will have further opportunities to practise and apply

learning, and to consolidate their understanding.


th November 2011

Primary

page 11

3.2 How well are pupils’ attitudes, values and other personal

qualities developed?

MES provides outstanding provision for the students to learn and grow into responsible,

happy, independent students. This is evident in the planning of the academic learning

and the opportunities for developing a wide range of personal and social skills. The

consistent implementation of the Golden Rules and ‘5Rs’ underpin the values and

mission statement that is MES.

The school places great importance on good student attendance. The school

administrators keep accurate attendance data. Registers are taken at the start of each

day and end of year reports for every student, record the number of absences and any

lateness. Attendance figures show most students attend for more than 90% of the

school year.

Nearly all of the students at MES thoroughly enjoy and are very happy in their learning.

Lessons always start promptly at the beginning of each day and at the end of break

times. Teachers use time effectively so that students make good progress and achieve

the learning objective. Each adult in the school community is an excellent role model

and the care for the safety and needs of the students is very evident throughout the

school. Adults supervise the students well in break times, as they eat lunch and when

they move around the school.

The students are rewarded for their exemplary attitudes and contributions in making

MES a very successful school. The students’ achievements in becoming positive learners

are acknowledged in class by their teachers, in assemblies and published in newsletters.

Displays in classrooms and around the school promote and celebrate success: these

visual acknowledgements show the students how their efforts are valued by everyone in

the school.

The behaviour of students is exemplary. Teachers are calm and encourage effort in most

lessons, and students respond positively. High expectations of behaviour are set by the

school leadership, and teachers ensure the behaviour and reward system are used

successfully, fairly and consistently in lessons. The Golden Rule of the week is written on

the whiteboard and is often referred to in lessons.

The students have many opportunities in lessons to be thoughtful and reflective. They

are able to discuss learning challenges responsibly, listen well to each other, share and

take turns. Teachers plan lessons with challenge, expect students to take risks and be

resilient in their efforts. Students respond thoughtfully when answering questions and


th November 2011

Primary

page 12

are confident because they know their achievements are valued by their peers and

teachers.

The policy for Personal, Social and Health Education (PSHE) supports the development of

students’ personal and social skills. Weekly lessons guide the students into learning

these skills. This was evident in a lesson where students were learning the necessary

skills to be a good friend. By the end of the lesson, the students are able to describe and

demonstrate the qualities needed to be a ‘special’ friend.


th November 2011

Primary

page 13

4. Leadership and management of the school

4.1 How well is the school led and managed?

The principal has established highly effective practices and procedures that promote the

development and implementation of a clear shared vision and strategic plan for the school

that places students and learning at the centre of all school actions. He works closely with the

two primary heads of school and with the board – it is an outstanding partnership.

The leadership of the headteachers and their senior management team is outstanding.

Through highly effective delegation, senior leaders are supported to take clear leadership

roles and this has an excellent impact on the standards achieved within the school. The

team is highly effective and ensures the school’s aims are met. They have a clear vision

and commitment to ensuring the school achieves high standards, and a total

commitment to celebrating the achievements of each and every child.

Resources and staff are well deployed so that learning time is maximised and children are

happy and secure. The school’s commitment to enabling the purchase of additional resources

to match the teaching and learning needs of each year group and subject specialist area

ensures that the level of provision is excellent.

The senior management team provide a high level of monitoring and support for all aspects of

the school’s activities. Effective systems have a positive impact on developing a clear

understanding of outstanding teaching and learning. The primary leadership team monitors

achievement levels across the primary school and sets consistently high expectations.

School leaders are focussed on developing the strengths of staff. Teams meet regularly to

engage in professional discussions facilitated by middle managers. Good practice is shared

and areas for development addressed supportively. Locally hired teaching and learning

assistants in particular benefit from this dialogue: their contribution to the school is important.

The shared school vision and leadership opportunities afforded middle managers through this

mechanism are strengths of the school.

The quality of teamwork by all adults is of the highest standard. With the exemplary support

of the school’s Managing Director and Deputy Managing Director, the leadership team

continually evaluate the quality of provision with the aim of improving the quality even more.

The school board takes an active role in the school: it is outstanding in its commitment to the

vision of high expectations for student achievement and the quality of learning. Through their

careful management of the whole organisation, operations, facilities and resources, they

successfully promote and protect an outstanding learning environment. Administrators

provide outstanding support for the school.


th November 2011

Primary

page 14

5. Quality of provision

5.1 How good are the accommodation, the staffing levels

and the resources?

The accommodation for learning for primary students at MES is outstanding. There

are 6 good sized classrooms for each year group from Foundation Stage 1 through to

Year 6 which branch off a central communal area. This serves to provide additional

learning space and a feeling of ‘belonging’.

Students have access to two well-resourced libraries, and there is a science

laboratory available for class teachers to use. Two ICT suites and an audio-visual

room allow for specialist lessons and cross-curricular work. There are dedicated

rooms for Learning Development, PSHE, French, art and cooking. The performing

arts are well provided for, in terms of a theatre that seats 400, three music rooms

and a dance studio. Facilities for PE are shared with the secondary school and

include a gym, 3 multi-purpose halls, a basketball court, swimming pool and playing

field.

There is carefully planned use of outside space. Four yards provide sufficient seating

and shading for students to use during staggered break times and the rota system

for the basketball court and field to play football on is well understood by students.

There is an excellent level of supervision in the playground, especially necessary

given the large number of students in a relatively small space.

A calm atmosphere permeates the primary school: movement around the site is safe

and orderly. MES is looking for ways to improve provision within the constraints of

the site. The Key Stage 2 library was extended in August 2011 and a dedicated room

for art was created in September 2011.

Displays in the primary school are outstanding and serve to enhance learning, both

within classrooms and shared areas. There is a good mix of those which provide

information and others celebrate students’ work. All are child-centred and many are

interactive, including the multi-sensory corridor. Displays serve to reinforce the

vision and mission of the school together with whole school initiatives such as the

‘5Rs’, Golden Rules and anti-bullying week.

Staffing levels are excellent. The average class size in the primary school is 26,

though some are more than this. Each class has a teacher with qualified teaching

status and an assistant. In the Foundation Stage, additional assistants work with

groups of children in the communal areas to support the six areas of learning.


th November 2011

Primary

page 15

Learning Development Department teachers contribute to increasing the quality of

provision and subject specialist teachers for ICT, Arabic, French, PE, music and art

enrich the curriculum. There are three Lead Teachers who monitor, support and

develop the teaching and learning process. Some staff, including the two head

teachers, have additional qualifications that contribute to increasing the quality of

provision.

A very generous number of non-teaching staff are employed by MES. They make a

valuable contribution to ensure that the school runs smoothly. These include three

doctors and a nurse who follow well established procedures to provide regular

medical checks for students, together with care for those who are ill during the

school day.

The school’s commitment to enabling the purchase of additional resources to match

the teaching and learning needs of each year group and subject specialist area

ensures that that the level of provision is high. Each classroom has an interactive

whiteboard and there are at least six computers in each of the communal areas, in

addition to the shared primary ICT facilities.


th November 2011

Primary

page 16

6. Overall effectiveness of the school

6.1 How successful is the school?

MES Cairo is an outstanding school that ensures the students are at the heart of all its

decisions. Each child is valued and cherished as an individual learner, and respected as an

important part of the school community. The values of care, challenge and inspire are fully

embedded across the school. As a result, the students’ attitudes, values, behaviour and

aspirations are excellent.

The principal and school board are fully involved in the life of the school and provide a high

level of strategic management and support. This enables school heads to provide an

outstanding level of leadership in a collaborative and supportive environment.

Parents fully support the vision and direction of the school. They recognise the important -

contribution the school makes towards the development of their children.

The primary leadership team provide very effective management based on a shared vision and

set of expectations. Routines and procedures are followed, and clearly understood by all.

Teachers value the support they are given, and the opportunities they have to develop their

professional competencies in a supportive learning environment.

The school is very well resourced. It provides a clear and enlightened curriculum that is broad

and balanced, with an appropriate focus on the ‘Britishness’ of the school.

The school supports and celebrates the achievements of all of its children and recognises the

education of the whole child is essential. The children achieve high standards in SATs results,

but also develop as highly effective learners who understand and respond to the needs of

others.

The school has established a successful management system. It encourages and values the

contribution of all stakeholders, and celebrates the British nature of the school within the

context of being an international school.

The school provides effective on-going staff development opportunities that enable teaching

and learning methods to be up-to-date, reflective and results in highly effective provision.


th November 2011

Primary

page 17

6.2 What the school does well

The school has many strengths:

• The quality of learning and teaching is outstanding.

• Students in all years are given opportunities to learn and achieve in a variety of

ways, catering for their learning styles and individual learning.

• There are many outstanding opportunities for students to critique their own or a

partners work orally or via the written word.

• The range and quality of assessment is outstanding.

• An exciting learning environment supports and enhances attainment.

• Attitudes to learning are exemplary: in lessons, students are always keen and

confident to be involved in their own learning.

• The school achieves its aims to care, challenge and inspire the students in all

aspects of school life.

• The child is firmly placed at the centre of every aspect of school life.

• The ‘5Rs’ and Golden Rules articulate a strong moral code and a culture of

reflective learning which provides teachers with the impetus for high expectations.

• Senior leaders have successfully empowered the staff to be collaborative and find

opportunities to take risks and to drive learning.

• Relationships between all school members are clearly recognised as the

foundation for learning.

• There is an exemplary level of care: the high level of support of the whole school

community enabled everyone to cope in a climate of political change and

challenging circumstances.

• The school focuses on providing support and training to staff to ensure they are

confident to adapt to the schools’ high expectations.


th November 2011

Primary

page 18

6.3 What should the school do to improve further?

Among the school’s many strengths, the following is an area for further development:

• to increase the number of students achieving level 3 and level 5 at the end of each

key stage.

6.4 Does the school meet the DfE standards?

MES Cairo Primary is an outstanding school, which is achieving well above the DfE

standards.

Evidence sources/s

During the inspection, 39 full or part lessons were observed, school documentation and

policies were analysed. Students’ workbooks were scrutinised, and discussions were held with

the senior staff, the management team, a range of teachers, parents and groups of children.

Two whole school days were monitored. It was necessary to split these two days, as the school

was closed for 24 hours due to the Egyptian elections.

inspection report on modern english school cairo report … · inspection report, modern english...

Documents