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Private School

Inspection Report

Academic Year 2015 – 2016

Liwa International Private School

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General Information Students

School ID 163 Total number of

students 2482

Opening year of

school 1997

Number of children

in KG 460

Principal Shereen Gobran Number of students

in other phases

Primary 1338 Middle 451 High 233

School telephone +971 (0) 3 781 0444 Age range 3 to 18 years

School Address Falaj Hazaa, Manaseer Area,

Al Ain, UAE

Grades or Year

Groups KG1 – Grade 12

Official email (ADEC) [email protected] Gender Mixed

School Website www.liwaschool.com Percentage of

Emirati Students 86%

Fee range (per

annum) AED 14,900 – AED 26,900

Largest nationality

groups (%) 1. Egypt 3% 2. Jordan 3%

Licensed Curriculum Staff

Main Curriculum American Number of teachers 164

Other Curriculum ---------- Number of Teaching

Assistants (TAs) 59

External Exams/

Standardised tests MAP, SAT1&2 EMSA

Teacher-student

ratio

1:20 KG

1:14 Other phases

Accreditation ---------- Teacher turnover 26%

Inspection Date 15 – 18 November, 2015

Date of previous inspection 20 -23 January, 2014

Liwa International Private School

mailto:[email protected]

http://www.liwaschool.com/

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Introduction

Inspection activities

Number of inspectors deployed 6

Number of inspection days 4

Number of lessons observed 135

Number of joint lesson

observations

19

Number of parents’

questionnaires 299; (response rate: 12%)

Details of other inspection

activities

Lesson observations; meetings; work scrutiny;

review of documents; surveys; discussions with

parents, students, teachers and board of trustee

members.

School

School Aims ------------

School vision and mission

VISION: ‘To provide an outstanding international

education that inspires students to be self-disciplined,

internationally minded, and independent life-long

learners who are innovative leaders and critical

thinkers. This is done within a supportive, safe,

sustainable and advanced technological learning

focused environment.’

Mission: ‘Through partnership with parents, teachers

and the community, the school is committed to

educating students to high academic, internatonal

standards by applying a learning centred approach,

which prepares self-confident and socially responsible,

young adults for an evolving and changing world.’

Admission Policy

Entry into Kindergarten (KG) is by interview to assess

whether children are able to access the curriculum

adequately. Entry into all other grades is by an

assessment test.

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Leadership structure

(ownership, governance and

management)

The owner is also the chair of the board of trustees. The

board consists of four core members, two parents and

two school representatives plus the principal.

School Leadership Team (SLT) consists of the principal,

vice-principal, headteachers of KG & Primary, Middle

and High Schools, Head of Learning, Head of e-learning,

head of MoE Subjects, Head of examinations & Head of

Community Service plus four other senior post holders.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

SEN Category

Number of students

identified through

external assessments

Number of other students

identified by the school

Intellectual disability 0 0

Specific Learning Disability 10 0

Emotional and Behaviour Disorders (ED/ BD)

2 0

Autism Spectrum Disorder (ASD)

0 0

Speech and Language Disorders

1 0

Physical and health related disabilities

0 0

Visually impaired 7 0

Hearing impaired 1 0

Multiple disabilities 2 0

G&T Details (Refer to ADEC SEN Policy and Procedures)

G&T Category Number of students identified

Intellectual ability 0

Subject-specific aptitude (e.g. in science, mathematics, languages)

2

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 4

Visual and performing arts (e.g. art, theatre, recitation) 2

Psychomotor ability (e.g. dance or sport) 0

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The overall performance of the school

Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

Band A

High Performing

Band B

Satisfactory

Band C

In need of significant improvement

Performance Standards

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Performance Standard 1: Students’ achievement

Performance Standard 2:

Students’ personal and social development, and their innovation skills


Teaching and assessment


Curriculum


The protection, care, guidance and support of students


Leadership and management

Summary Evaluation: The school’s overall performance

School was judged to be: BAND (A) Good

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The Performance of the School

Evaluation of the school’s overall performance

Liwa International School offers students a good level of education both

academically and in their social development. The strong drive for improvement is

evident through all layers of leadership; from the very experienced board of

trustees, a principal with a clear vision for the school and an exceptionally

determined newly formed senior leadership team (SLT) who have brought

expertise and fresh insights. All students start school without any spoken English

and with low literacy and communication skills. In Kindergarten (KG), they make at

least good progress and this continues throughout the school. In the higher grades,

teaching is stronger and prepares students very well for their next phase of

education, training or employment. The very well maintained building and clear

organizational structures allows the school day to run very smoothly.

Students are respectful and behaviour and attendance is very good, reflecting the

impact of UAE culture, Islamic values and the caring ethos of the school.

Progress made since last inspection and capacity to improve

All recommendations from the previous inspection have been met and the school

has made significant progress. A rigorous approach to school improvement and

thorough self-evaluation has resulted in focused interventions and positive impact.

The appointment of additional experienced school leaders has provided increased

momentum to whole school improvement and significantly raised standards. The

focus on improving the quality of teaching and learning is evident, in particular in

Arabic where a major impact upon standards has been achieved, as well as in KG

and the senior classes. There are good links between subjects across the school.

UAE culture and Islamic values are prominent features and are becoming more

apparent through both planning and delivery of lessons.

Development and promotion of innovation skills

The school has made a determined start to the development of innovation skills.

The appointment of a very experienced head of e-learning and innovation has aided

the fast integration and growth of innovative practices. A dedicated team has been

established to support innovation development, incorporate existing good practice

and utilise the effective use of modern technology. The majority of teachers

integrate these approaches well into the structure of the lessons. The innovation

team has created kits for staff members with a range of targeted activities

promoting higher thinking and investigative skills. For example in Grade 9 science,

the teacher used the cars made from water bottles to demonstrate friction. A few

teachers apply higher-order thinking skills in a checklist approach, which weakens

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their impact. Individual skill development is hampered by an over-emphasis on

group, collaborative activities that result in fewer students actually being engaged

in the intended outcomes of the exercise, particularly in the primary and middle

phases. Opportunities are missed in lessons and across the school to provide

students with the direction to work with initiative and enterprise.

The newly designed ‘LIWA Cloud’ acts as a repository of all resources, innovation

plans, extended materials, planning, students’ work and professional development

activities and ideas. This has supported teachers’ increasing use of enterprise and

entrepreneurial approaches and activities. Older students have access to Google

drive where their work, plans, assessment and evaluation is made, allowing access

in school or home and immediate interaction and feedback from teachers. The use

of these approaches is defined in a well written action plan for development across

the whole school.

The primary section has a “Discovery Centre” where students go to create and

innovate. The school is an ADEC model/signature school for ecology as it has taken

the initiative of planting creepers all around the building to keep it cool. It also has

solar panels to generate its own electricity.

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The inspection identified the following as key areas of strength:

the improvement to the quality of teaching and learning, particularly in

Arabic

school leaders have a strong, cohesive sense of purpose and are making

rapid change to establish best practice in modern leadership

leadership at all levels have clear understanding of the strengths and areas

for improvement in all subjects and set high expectations

interpersonal relationships between all members of the school community

are strong, contributing to the welcoming environment and positive ethos

the school promotes strong UAE culture and Islamic values which is evident

across all aspects of school life, both academic and social

the care, guidance and support of all students is very strong, ensuring

students and staff enjoy a very well maintained and organised school

environment

the broad and balanced curriculum with strong cross-curricular links,

augmented by good enrichment and extra-curricular opportunities.

The inspection identified the following as key areas for improvement:

the benchmarking of assessments against standardised criteria for all

grades

consistency in the quality of teaching and learning in all phases and across

all classes, particularly in meeting the needs of all groups of students.

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Performance Standard 1: Students’ Achievement

Students’ achievement Indicators KG Primary Middle High

Islamic

Education

Attainment Acceptable Acceptable Acceptable Good

Progress Acceptable Acceptable Acceptable Good

Arabic

(as a First

Language)

Attainment Good Acceptable Acceptable Good

Progress Good Good Acceptable Good

Arabic

(as a Second

Language)

Attainment N/A N/A Acceptable Acceptable

Progress N/A N/A Acceptable Acceptable

Social Studies

Attainment N/A Acceptable Acceptable N/A

Progress N/A Good Good N/A

English

Attainment Good Good Acceptable Good

Progress Good Good Acceptable Good

Mathematics

Attainment Acceptable Acceptable Good Good

Progress Acceptable Good Good Good

Science

Attainment Acceptable Acceptable Good Good

Progress Acceptable Acceptable Good Good

Language of

instruction (if other

than English and

Arabic as First

Language)

Attainment N/A N/A N/A N/A

Progress N/A N/A N/A N/A

Other subjects

(Art, Music, PE)

Attainment N/A Good Good Good

Progress N/A Good Good Good

Learning Skills (including innovation, creativity, critical

thinking, communication, problem-

solving and collaboration)

Good Acceptable Acceptable Good

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All students start school speaking English as an additional language. In KG, the

majority make better than expected progress in relation to their starting points and

curriculum expectations, particularly in developing their speaking and listening skills.

Students in the primary and middle phases continue to achieve at least acceptably,

with end of phase outcomes showing most students are in-line with or above

curriculum related expectations. Progress improves as students move through the

school. Most students develop the skills, knowledge and understanding in line with

the curriculum requirements for the teaching of Arabic, Islamic education and social

studies. EMSA results indicate that attainment levels are at least in line with other

similar schools. In lessons, the majority of students make better than expected

progress in relation to appropriate learning objectives.

Children in KG make good progress and are achieving very well by the time they move

to Grade 1. Their development of English speaking and literacy skills from a low entry

point is strong. They enjoy their learning and are provided with a range of

opportunities to practice and rehearse their developing skills in communication,

writing and listening. Able students can read, write and construct sentences from a

list of random words. In Grade 1, students build on their phonemic awareness to help

read and write new words.

Internal assessments based upon curriculum expectations indicates that most

primary and high school students make at least expected progress and the majority

do so in middle school. In Grade 8, students were able to recall and build on skills and

strategies about writing a paragraph using the “Sandwich” strategy. Grade 12 girls’

narrative writing, showed that they were able to express complex ideas, clearly and

coherently. The fluency of spoken English in primary and middle schools is sometimes

restricted by teachers’ domination of discussions and tendency to direct the learning.

Achievement in Arabic in KG is good, considering children’s low starting points on

entry. A majority of children attain in line with or above curriculum standards. They

are able to identify letters and provide the vocabulary related to them, in addition to

developing good sight vocabulary. In the primary phase, students can read with

acceptable fluency and accuracy and they show appropriate understanding of the

ideas in the given texts. Students are able to express their ideas in correct standard

Arabic. Attainment in Arabic lessons is not even better because teachers’

expectations are not always high enough, there is too much teacher-led instruction

and not enough focus upon students’ grammatical skills. Most students make

expected progress because of motivating teaching that encourages participation,

positive discussions and use of appropriate resources. In Grades 10, 11 & 12 the

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majority of students’ attain above curriculum standards because of better teaching

that uses varied strategies to enhance students’ learning.

Achievement in Islamic education in KG, primary and middle school is acceptable and

good in the high school. Most students in primary and middle school attain in line with

curriculum expectations. Students have basic knowledge and understanding of

Islamic concepts and their application to real life. In Grade 2, students showed

reasonable understanding of the main ideas of the required ‘surahs’ (verses) from the

Holy Qur’an. Recitation and memorisation in some classes is not adequately

developed. In high school, attainment and progress is good because of motivating

teaching that develop presentation and debating skills.

Attainment and progress in mathematics accelerates as students move through the

school. It is above the expectations of the curriculum and students make good

progress, especially in the high school. In KG1 and 2, attainment and progress is

acceptable. Children can sort shapes and colours effectively. Children have

reasonable understanding of the concept of ‘more than’ and ‘less than.’ Attainment

observed in lessons in the primary and middle schools is acceptable due to the

variable effectiveness of teaching. Progress is good for students who have language

barriers to their learning. Less able students have insufficient grasp of basic numeracy

operations, skills and knowledge. In a Grade 1 lesson, students were insecure in their

concept of subtraction because they received inaccurate teaching. Grade 3 and 4

students know the vocabulary of angles. Grade 9 students have acceptable

knowledge of trigonometry when finding angles of elevation and depression. More

able students in Grade 11 can find domains of functions and in Grade 12 students have

good knowledge of derivatives of trigonometric functions.

Attainment and progress in science is good in the middle and high school and

acceptable in KG and primary. Achievement in science increases over time, including

for SEN students, who are supported effectively by shadow teachers. Teacher-

student interactions in science are such that students feel at ease to ask questions,

engage in dialogue, take on leadership roles in paired/group arrangements, conduct

investigations and experiments, and construct scientific models. Information

technology skills are strongest in the high school where a focus and redesign of the

curriculum now offers integrated application. American social studies and art provide

outcomes that are at least in line with curricular expectations.

Most students are willing learners, follow teachers’ instructions and complete work

set. They are comfortable in using technology to apply their skills learned in lessons.

Critical thinking and problem solving skills and the application of innovation practices

are still to become an embedded experience for all students, particularly in the

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primary and middle schools. Their application is held back by teachers neither

providing the opportunity to explore these skills, nor providing the correct

scaffolding and lesson structure to do so.

Performance Standard 2: Students’ personal and social development,

and their innovation skills

Students’ personal and social development, and

their innovation skills Indicators KG Primary Middle High

Personal development Good Good Good Good

Understanding of Islamic values and awareness of

Emirati and world cultures Good Good Good Good

Social responsibility and innovation skills Good Good Good Good

Almost all students behave respectfully and have a positive attitude to one another.

They are keen to learn, happy, enthusiastic and enjoy school. School leaders’ model

very good inter-personal relationships and this is reflected by a good rapport between

all members of the school community that promotes the welcoming school ethos.

Attendance is very good at 97% and punctuality to lessons is also very good, resulting

in continuity of learning and little wasted time at the start of lessons.

Students say they feel safe, valued and supported by their teachers, as do the parents.

Only a few students miss physical education lessons and many participate in a range

of additional extra-curricular activities in sport. A proactive approach by the student

council to improve, develop and promote healthy lifestyles by providing better

choices of food and drink in the canteens is being implemented. This demonstrates

opportunities for leadership development and offers ownership and empowerment

to the student body. In the best lessons, a similar approach is used to offer more

ownership of learning.

Students have a clear understanding of Islamic values and UAE heritage and culture.

Students have good interpersonal skills and a willingness to undertake and be

involved in many charitable, community and celebratory activities. They can discuss

contemporary UAE and contrast and compare the past to the present situation,

including the impact of environmental sustainability. The school is part of an ADEC

sponsored environmental project resulting in the ‘greening’ of the school and use of

solar panels.

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Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Good Good Good Good

Assessment Good Good Good Good

Most lessons observed were of at least an acceptable standard, with the large

minority deemed good or better. A few lessons were weak and these were mainly in

the primary and middle school. In the majority of lessons, students have a positive

attitude to learning, they are well behaved and listen to the teachers. When given the

opportunity they are responsible and work well independently, as they do in KG,

primary and the middle school. In the high school, there is sufficient challenge in most

lessons for students to fully develop their problem solving, higher order and critical

thinking skills. The needs of SEN and the most able students are not consistently met.

Most teachers have secure subject knowledge so that students’ learning is accurate. Lesson planning uses a common template. Most plans identify learning objectives and

expected outcomes, which are usually shared with students so they are aware of

what they are to learn. Teacher training and other school improvement approaches

have, in the main, been implemented at the start of this academic year and need time

to embed in practice. Teachers receive regular and focused continual professional

development (CPD) and this supports their ongoing improvement.

In the most effective lessons, teachers use questions to challenge students to think

deeply and enable them to explain their thoughts in depth. Teachers check on

students’ understanding and adjust or re-frame the explanation to ensure most

students can make progress. Leaders are very clear about the school’s strengths and

areas for improvement. CPD and coaching are having a positive impact on classroom

skills. Where teaching is not consistently good, teachers are not sufficiently

competent in developing students’ independence or ensuring differentiation is

effectively deployed for all students, including those with SEN and the very able.

Teachers do not always ensure students’ converse in English to develop their

vocabulary and presentation skills. The over use of collaborative activities does not

ensure that all students participate, have equitable talk time or all present ideas and

opinions.

The school has a robust internal system using formative and summative assessments

to monitor attainment and progress. Currently assessments for Grades 1 – 9 are

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internal and the school is developing the system to benchmark these against

international criteria. The school analyses the data effectively and identifies groups

and individuals who are at risk of not attaining their potential. In the KG and primary

phases, students make good use of rubrics to self-assess their work and plan their

progress. The quality and impact of marking in exercise books is inconsistent and the

presentation of work is acceptable. The use of innovation skills, higher order

reasoning, investigation and enquiry is best developed in KG and the high school.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Good Good Good Good

Curriculum adaptation Good Good Good Good

The school follows the American Common Core Curriculum. It has a clear rationale, is

broad and balanced and develops relevant skills and knowledge. The curriculum

design has undergone a number of changes over the past two years and remains an

area of focus to ensure that it is modified as and where appropriate. For example, at

the beginning of the academic year the school felt that students’ progress in English

was hindered by weak reading skills. They added a reading programme to increase

reading and comprehension skills. The curriculum committee meets every week to

discuss the impact curriculum has on teaching and learning. This is informed by

regular evaluation and feedback from teachers, parents and students. The curriculum

is adequately modified to meet the needs of SEN and the very able students. This is

not always evident in the delivery of all lessons.

The progression within curricula delivery ensures students are adequately prepared

for their next stages of learning. Leaders from all phases meet to make sure the

transition of students from one phase to another is smooth. In the higher grades

students meet regularly with university counsellors. Cross-curricular links are a key

feature in the school, particularly between English, science social studies and Islamic

education. ICT is increasingly effectively utilised in lessons.

Students’ speak highly of the extra-curricular activities. There are many opportunities

to engage in activities that promote creativity and social interaction across the

curriculum, including some specifically created to support innovation e.g. robotics

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club. The variety of extra-curricular activities enable all students to participate.

Students take part in a number of competitions locally and at a national level, and

have plans for international engagement.

The curriculum includes programmes that effectively develop student’s knowledge,

understanding and appreciation of the heritage of the UAE. It has many links to the

local community and UAE heritage embedded within the scheme of teaching. In

lessons, students are able to discuss the difference between the old ways of

communications and present developments.

Performance Standard 5: The protection, care, guidance and support of students

The protection, care, guidance and support of

students Indicators KG Primary Middle High

Health and safety, including arrangements for

child protection/ safeguarding Good Very Good Very Good Very Good

Care and support Good Good Good Very Good

This large school benefits significantly from very effective systems to ensure safety,

well-being of students which results in smooth day to day running. Child protection

policy and procedures are a high priority and an integral part of all new staff training.

Updates for all staff are given at the beginning of, and throughout the year. Staff are

fully conversant with the procedures to be followed if they have concerns.

Site security is good throughout the day. The school is kept very clean and tidy and

students are developing their responsibility in supporting this, through the house

system and student council. Proactive and thorough approaches to school health and

safety arrangements are very good. All emergency equipment, staff training and

evacuation procedures are in place with very good documentation to support them.

The site is accessible by all students via ramps and elevators to upper floors. They

have access to spacious canteens in each block where food is served in very hygienic

conditions. Displays around the school promote healthy eating, and the school

council have taken the initiative to improve the provision of healthy food for purchase

in the canteen.

Relationships are very strong across the school between peers and with staff.

Attendance and punctuality is very good, mainly due to a rigorous attendance

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management procedure and lessons becoming more interesting. Identification of

students with special educational needs (SEN) and those deemed gifted and talented

(G&T) is good. There is appropriate support for SEN students and some external

opportunities for G&T students to participate in. Students are nurtured in the older

grades to help them make informed choices about their next phase of education,

training or employment. support

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Good

Self-evaluation and improvement planning Good

Partnerships with parents and the community Good

Governance Good

Management, staffing, facilities and resources Good

School leaders have a strong sense of purpose and are making rapid, effective change.

Leaders at all levels know the strengths and areas for improvement and their areas of

responsibility. There is a strong drive for improvement and change, coupled with high

expectations, to align both curricula and teaching to the needs, interests and

aspirations of students.

The board of trustees offers significant support to the leadership of the school,

developed through very well qualified and experienced personnel. They have

conducted a skills audit to ensure current members can adequately meet the

demands of the new inspection framework. Trustees are well informed and take an

active role through committee structures. Through trusting, supportive and exacting

relationships, trustees have invested heavily in the new SLT structure, further middle

leadership staffing, and incisive improvements to buildings maintenance, health,

safety and security.

Communication with all members of the school community are effective, ensuring the

very smooth running of the school on a day to day basis; all contributing to the warm

and welcoming ethos. Relationships between students and staff are very positive.

Teachers support one another very well and are keen to improve their practice:

welcoming peer observations, critical appraisal and the opportunity to participate and

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learn from professional development opportunities. Teachers’ receive focused,

personal CPD through an effective performance management process. Regular

evaluation of the impact of the curriculum, performance data and lesson observations

by school leaders effectively targets additional support to teachers aiding their

performance.

School self-evaluation processes make robust and accurate use of assessment

information in all subjects and set clear priorities for improvement planning. Systems

recently adopted are very effective in measuring attainment and progress of

individual students and how different groups are performing. The e-portfolios used

with grades 11 & 12 show an innovative approach to students taking more

responsibility for their learning and identifying their own next steps. Teachers have

instant access to assessment tracking data and one to one communication with

students. The development of the school improvement plan is inclusive; devised by all

school staff through separate committee structures. Actions, priorities and success

criteria are well written and form the basis of regular monitoring and appropriate

adjustments.

The Parent Association Committee provides a helpful sounding board to the

development of school activities and functions. The school utilises many

opportunities to engage with the local community and builds constructive

relationships with organisations that help students prepare and be better informed

about their next stage of education, training or employment.

What the school should do to improve further:

1. Continue to improve the quality of teaching and learning and ensure

consistency across all phases and classes by:

i. ensuring teachers are given precise and accurate targets for

improving their practice through more focused lesson observations

and are held accountable for swifter improvement

ii. providing students with more opportunities to develop personal

learning and thinking skills, leadership capacities and engage more in

entrepreneurial and enterprise activities within lessons

iii. ensuring all teachers understand the effective use of differentiation

by pitching work accurately to the needs and interests of all groups

of students, particularly SEN and G&T students.

2. Ensure that assessment of attainment and progress is benchmarked against

external standardised criteria for all grades and subjects.

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