Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi

Transcription

1 Irtiqa a Programme: Guide for the inspection of schools in The Emirate of Abu Dhabi August 2015

2 Table of Contents Page Irtiqa a programme vision, mission, core values and objectives 4 1. Why are schools inspected? Types of inspection How often are schools inspected? 7 Who inspects schools and for how long? 8 Self Evaluation 9 How are schools inspected? School notification and preparation Pre Inspection Visit After the Pre Inspection Visit The Inspection Visit Sources of Evidence Lesson Observations Other forms of Observations Interviews with students Interviews with leaders Assessment Data How are students and parents involve in the school inspections? 15 What judgements do inspectors make? The Six Performance Standards 16 How are schools judged? The Structure of the Inspection Framework 18 Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 2

3 8.2 Overall Performance Judgement Feedback to the school 19 The School Inspection Report Writing, Editing and Publication Organization of the Inspection Report The School Development/Improvement Plan 22 Code of Conduct for Schools and Inspectors What is expected from schools during an inspection What is expected from inspectors during an inspection Complaints Procedure Stage Stage Stage Quality Assurance: Monitoring the quality of inspections and ensuring that there is consistency of judgements Glossary of Terms 26 Attainment Benchmark Table 28 Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 3

4 Irtiqa a Programme The Vision To apply a world class and comprehensive evaluation system in order to measure quality in education and thereby to support school improvements so that all schools in the Emirate of Abu Dhabi compare well with international standards. The Mission To improve the quality and effectiveness of schools in the Emirate of Abu Dhabi so as to realise the strategic goals of Abu Dhabi Education Council and thereby to bring schools into line with the best international practices whilst promoting quality and excellence in teaching and learning. The Core Values Unrelenting commitment to high quality and continuing improvement in education Transparency and integrity Co operation and partnership The Objectives To evaluate levels of performance quality in schools within the Emirate of Abu Dhabi To provide schools with clear recommendations for improvement To inform policy making at sector level To encourage the sharing of best practice in education and exchange of professional expertise Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 4

5 1. Why are schools inspected? The United Arab Emirates Vision 2021 has education as its foundation, both explicitly and implicitly. Vision 2021 includes aspirations for citizenship, a spirit of entrepreneurship, enhanced educational attainment, and a knowledge based economy driven by innovation, research, science and technology. The realisation of these aspirations requires a world class education system, responsive to national needs and aligned to international standards. Education is a fundamental element for the development of a nation and the best investment in its youth. UAE Vision 2021 As an extension to achieve the UAE Vision 2021, the UAE National Agenda was launched in 2014 by H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai. Education is an important focus of this National Agenda and it includes eight objectives that are designed to lead the UAE to becoming one of the most successful countries in providing world class education: PISA: to be among the 20 highest performing countries in PISA TIMSS: to be among the 15 highest performing countries in TIMSS Completion of High School Education: to ensure that 90 % of Emirati students complete their high school education Attending Pre Primary: to ensure that 95 % of children in the UAE attend pre primary education High skills in Arabic Language: to ensure that 90 % of Grade 9 students develop high skills in Arabic language in the UAE NAP assessment High quality teachers: to ensure that 100 % of schools have high quality teachers Highly effective school leadership: to ensure that 100 % of public schools have highlyeffective school leadership University foundation programme: to ensure that no students need to join the university foundation programme In support of the unified approach to move education closer to the 2021 vision, the Abu Dhabi Education Council (ADEC) required all schools in Abu Dhabi (by Resolution No. 4) to register with and be inspected by the Council from September This was affirmed in articles 63 and 64 of the Resolution No. 26 of 2013 issued by the Chairman of the Executive Council on the Organizing Regulations of Private Schools in the Emirate of Abu Dhabi. In support of the UAE vision 2021 for education and the UAE National Agenda, the Irtiqa a programme s mission is to improve the quality and effectiveness of schools in the Emirate of Abu Dhabi so as to realise the strategic goals of Abu Dhabi Education Council and thereby to Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 5

6 bring schools into line with the best international practices whilst promoting quality and excellence both regionally and internationally. Inspection is a key mechanism for identifying the levels of quality in schools and the reasons for inspection therefore are: To periodically identify the levels of performance quality in schools within the Emirate of Abu Dhabi. To provide schools with clear recommendations for improvement. To inform policy making by the private and government education sectors and the Council in general. To encourage the sharing of best practices in education and the exchange of professional expertise. To provide parents and stakeholders with information about individual schools and the school system as a whole. Inspections are rigorous and result in clear judgements and reports are accurate and fair. Where inspections reveal non compliance of a serious nature or breaches of licensing regulations, these are promptly reported to ADEC and to the school authorities. The purpose of inspections is to help and encourage schools along their improvement journey. To this end, inspections are intended to be positive and supportive experiences bringing together professionals from all enabling stakeholders such as inspectors, cluster managers, subject coordinators, school leaders and teachers. The inspection process is challenging but exciting. It seeks to affirm good practice and give recognition to high quality teaching and learning. ADEC looks forward to continuing to work with teachers, students and parents, celebrating what is good and supporting continuous improvement. 1.1 Types of Inspection Periodic inspections: All schools undergo a periodic full inspection within determined time periods and as per the conditions of every category, and according to the following: o schools that have General Licenses every two years; o schools holding a Council Accredited License every five years, in addition to supervisory andmonitoring visits during the second and fourth year. (The aims of these visits are to check the school s continued compliance with selfevaluation, and maintaining it high performance level, as well as its continued capacity to innovate and develop); o new schools within the first year of opening. Monitoring Inspections: The Council will carry out monitoring visits for schools where significant weaknesses have been identified in periodic inspections to monitor followup by the school and review progress annually or twice yearly as required. On command (Emergency) inspections: The Council will make unannounced visits to schools when necessary regardless of the school s type of license. This inspection may be full inspections or shorter in duration, to assess a school s response to a Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 6

7 Warning within an Order whether a Development Order or a Commitment Order or a Closure Order or other Orders (refer to Policy 61). Thematic inspections: Thematic inspections are designed to gather data on specific aspects of the education system in order to inform policy making discussions. These inspections focus on one particular aspect of a school s provision, such as the teaching of a particular subject, the achievement of a particular group of students, the impact of education strategies or of information technology on learning. 2. How often are schools inspected? All private and government schools are inspected once within a two year cycle. The Council may inspect schools at any given time. The inspection framework defines the standards for school inspection. In general, private schools that have standard licences 1 are inspected once within a two years cycle, schools with an ADEC accredited Licence 2 will be inspected every five years whilst new schools will be inspected towards the end of their first year of operation. ADEC reserves the right to inspect any school when deemed necessary. Schools that show significant weaknesses (weak/very weak) in the periodic inspection will receive an improvement order and are subject to monitoring visit(s) once or twice a year as needed. In the case of private schools, investors wishing to open a new school must apply to ADEC for a provisional licence. For this, the investor must provide evidence that the prospective school will meet ADEC s requirements for Performance Standards 1 6 and Overall Performance (described in paragraph 9.2 in this document). If the inspection confirms that the school is providing an acceptable level of education in relation to Overall Performance, ADEC will issue the school with a standard licence. Licensing is not applicable to government schools. 1 A Standard Licence is a kind of license that shall be granted by the Council to a school that has been inspected by the Council and has attained an inspection grade of satisfactory or better. The School can maintain the Standard License as long as ADEC s Standard License requirements are met. Any Private School holding a Provisional License must acquire a Standard License in order to continue to operate in the Emirate of Abu Dhabi. 2 An ADEC Accredited License shall be granted to a school by the Director General that has achieved Band A results when inspected and has been fully accredited by a Council approved accrediting agency. Moreover, it must be deemed to meet the Council s criteria for the license as outlined in Policy 21. A Council Accredited License shall be valid for a period of five years from the date of receiving the Board accreditation license. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 7

8 3. Who inspects schools and for how long? Schools are inspected by teams of professional, qualified, and experienced inspectors, who spend three to five days in a school. The number of inspectors involved in an inspection and the number of days at a school, depends on the nature and the size of the school. Ratio of Int/Arabic inspectors GOVERNMENT SCHOOLS (C1&C2) No. of Students Inspection Required or Team Composition International inspectors Arabic inspectors inspectors, 2 days inspectors, 3 days inspectors, 4 days inspectors, 4 days inspectors, 4 days inspectors, 4 days inspectors, 4 days 5 3 Ratio of Int/Arabic inspectors PRIVATE MOE SCHOOLS and Government Cycle 3 No. of Students Inspection Required or Team Composition International inspectors Arabic inspectors inspectors, 2 days inspectors, 3 days inspectors, 4 days inspectors, 4 days international and 2 Arabic inspectors, 4 days Or 2 international and 3 Arabic 3 international and 3 Arabic inspectors, 4 days Or 2 international and 4 Arabic inspectors, 4 days 4 international and 4 Arabic Or Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 8

9 3 international and 5 Arabic Ratio of Int/Arabic inspectors PRIVATE non MOE SCHOOLS No. of Students Inspection Required or Team Composition International inspectors Arabic inspectors inspectors, 2 days inspectors, 3 days inspectors, 4 days inspectors, 4 days inspectors, 4 days inspectors, 4 days international and 3 Arabic inspectors, 4 days Or 6 international and 2 Arabic All inspection teams include a lead inspector for Arabic, Islamic education and social studies and other Arabic speaking inspectors as necessary. Inspection teams for government schools and for private schools offering a Ministry of Education (MoE) 3 curriculum will include at least 50% native Arabicspeaking inspectors. Inspection teams for schools offering curricula in languages other than English and Arabic, will include speakers of the particular languages. All inspection teams will include specialists with curriculum expertise in the given curriculum(s) of the school and in the phases of education in which the school offers enrolment. 4. Self evaluation School Self Evaluation is detailed in the UAE School Inspection Framework under Section 2, paragraph 2.4 on page 14. School Self Evaluation links closely with, and forms the basis of the School Improvement/Development Plan 4 (SIP/SDP). In the most effective schools, self evaluation is embedded in the day to day practice and the Self Evaluation Form (SEF) is regularly updated. 3 For government schools and private schools following the Ministry of Education Curriculum, the lead Arabic and English speaking inspectors will make the initial visit. For schools following other curriculum, the lead English speaking inspector will make the visit. 4 A plan that shows how the school intends to improve facilities and resources, all aspects of provision including the quality of teaching and the progress and achievement of the students. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 9

10 In line with international best practice, school inspections place a firm emphasis on the need for schools in the UAE to become more familiar and confident with the processes of self evaluation and improvement planning. The inspection framework should be an important tool for schools to use as part of their own self evaluation and school improvement/development procedures. The SEF is an official document designed to help schools to evaluate the quality of education and care offered to students. It also forms an integral component of ADEC s inspection system and is used by inspectors in their preparations for inspection. It derives from and relates closely to the structure of the Inspection Framework. Schools evaluate their own performance, through a rigorous selfevaluation and record their findings electronically in the SEF. This self evaluation both informs the inspection team and serves as a basis for a partnership and professional dialogue between the school and the inspectors. Although the Self Evaluation Form (SEF) is available to the inspection team and forms part of the evidence base, it should not be completed just because it is part of the inspection process. Self Evaluation is a process that all schools need to engage in regularly throughout the year in order to assist everyone involved in the journey of continuous improvement. At the heart of school self evaluation are three questions: How are we doing? How well should we be doing? What will we do to improve/ how will we get there? Following the inspection the inspectors will consider the SEF, the School Development/ Improvement Plan (SDP/SIP) and any supporting self evaluation documents as well as the inspection site visit and evidences to inform their judgements of the school. 5. How are schools inspected? The following processes are followed to inspect schools: 5.1 Schools Notification and Preparation: ADEC provides a briefing to the schools each academic year to prepare for the upcoming inspections. Representatives from schools scheduled for inspection are invited to the briefing. Schools are notified officially of the inspection by ADEC s contracted inspection provider (ISP) approximately 10 working days in advance of the inspection. Once the inspection is announced, the ISP will contact the Principal of the school by telephone or e mail to answer any questions about the conduct and organisation of the inspection. This inspector will explain the purpose of the initial visit and discussions about the plan for the visit. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 10

11 Schools have 5 working days from the announcement of the inspection to send the following information electronically to ADEC s inspection service partner: the completed school self evaluation form (SEF) a summary of examination and test results and/or any other assessment data that demonstrates the academic standards and progress of the students. The data should cover three academic years prior to the academic year of the inspection, and must also include current data from the academic year in progress (schools open for less than three years should send the performance data they have gathered to date). a prospectus, if available electronically a floor plan of the school with all teaching spaces clearly labelled the school timetable a list of teaching staff with their qualifications and current teaching assignments the SDP/SIP the most recent external evaluation or accreditation reports (where applicable) the curriculum schemes or plans used by the school; student attendance records and analyses of trends over time.; Any health and safety reports; Results of any school based surveys of parents, students, teachers or other stakeholders; any other information/document(s) that the school or its affiliated organisations would like inspectors to consider. 5.2 Pre inspection Visit The purpose of the pre inspection visit is to obtain an overview of the school and is an opportunity for the school leadership to share information and to understand the inspection process. The Lead Inspector(s) will use the initial visit to meet the Principal and the rest of the school leadership team, to discuss the organisation of the inspection. The Lead Inspector(s) will seek advice from the Principal on which members of the administrative staff should be interviewed in relation to the relevant Performance Standards and subjects. The Lead Inspector(s) will also discuss with the school the availability of students for interviewing and indicating under which circumstances samples of their work will be requested for inspectors to view. The school will not be informed which lessons are to be visited. For purposes of the development of a common understanding of what inspectors look for when observing lessons, the school leadership will be invited to join lesson observations during the inspection. The Lead Inspector(s) will also specify the documentation that inspectors will Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 11

12 need to see. All records of a school and its documentation (including personnel and financial data) must be made available to inspectors. The Lead Inspector (s) will also tour the school and visit some classrooms. This will enable the Lead Inspector (s) to familiarize him/herself with the layout of the school and to form some initial views about aspects of the school s provision, such as the school s ethos, buildings and premises. By the end of the initial visit, both the Lead Inspector(s) and the Principal should have a draft plan for the inspection with meetings arranged and times for other activities specified. Lead Inspectors will make it clear that the inspection plan is flexible and may be changed at the request of the Lead Inspector(s) as and when issues arise. The Lead Inspector(s) will also agree on a suitable work space for the inspectors. Depending on facilities available at a school, this may be in a dedicated room for inspectors to work in during the inspection. The room should contain electric points for computer use as well as refreshment facilities, as appropriate. 5.3 After the pre inspection visit The Lead Inspector(s) will refine the inspection plan and then produce a brief pre inspection set of hypotheses, issues and questions which will prepare the inspection team for the inspection visit. In doing this, the Lead Inspector(s) will write a Pre Inspection Briefing (PIB). In preparing the PIB, the Lead Inspector(s) will use information provided by the school, observations during the pre inspection visit, assessment data and information collected from parent questionnaires along with any information pertaining to the school provided by ADEC, including the most recent inspection report. It is important to emphasise that the preliminary evaluations and questions written in the PIB are only hypotheses and inspectors will form firm judgements once they have visited the school. The Lead Inspector(s) will not send the PIB to the school, but will ensure that the issues raised are discussed with the school at the start of the inspection and investigated during the inspection. 5.4 The Inspection Visit Taking into account the type of school, its size, age range, and the issues raised by the SEF and other information, the Lead Inspector(s) will organise the team inspectors so that each can report on one or more of the Performance Standards drawing on a range of evidences, including evidence from one or more academic subjects or specialist facilities. Inspections typically last for three or four days depending on the size of the school. Inspectors will generally arrive at a school before the school starts. On the first morning, inspectors will familiarise themselves with the school, where possible, through a tour guided by students, and fine tune arrangements with the Principal and other school leaders. Time will also be spent exploring the school s self evaluation and the inspectors initial hypotheses in the PIB with the school s leaders and if necessary inspectors will modify their plan to reflect the outcomes of these discussions. This process ensures that inspectors are clear about roles and responsibilities and are focused on the central issues of the inspection. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 12

13 When inspectors visit a school, they will attend lessons for varying durations; observe other activities; talk to students about their experiences as well as their knowledge and understanding; and they will examine samples of students work. It is important to emphasise that inspectors only have time to take a sample of school life. They may not inspect every class or meet every teacher. Arabic, English, mathematics, Islamic education, social studies, and science & technology subjects will be inspected and reported on. The inspection report may discuss other subjects in the context of other Performance Standards, particularly the scope of the curriculum and resources. Inspectors record their first hand evidence as they experience it through observations, listening, documents and interviews, using evidence forms (EFs), which record the inspection. All the judgements in the final report will be supported by records on evidence forms; evaluation of information and analysis of data in the PIB. An evidence base (EB) is maintained throughout the inspection. There will also be team meetings to discuss emerging judgements at the end of each day. Emerging judgements will be finalised on the final day of the inspection when the EB is completed. The school principal, or members of the school leadership team nominated by the principal, will be invited to conduct a number of joint lesson observations with members of the inspection team. The school Principal is expected to be available to meet the Lead Inspector(s) at the end of each day. In order to achieve maximum advantage from the inspection, school management should ensure that they are familiar with the inspection framework which sets out in detail the performance standards and the criteria that are used to judge the schools. Equally, the inspection team should ensure that the inspection report provides a comprehensive and balanced picture of the quality of education in the school. Therefore, the principal may present additional evidence that the inspection team might consider before finalizing their judgement. 5.5 Sources of Evidence: There are several sources of inspection evidence which include but is not restricted to observations, interviews and documents/data/survey reports. Assessment data, including school based assessment records, standardized test results and the results of external benchmarking tests will be analysed Observations are made continuously, formally and informally and will be unobtrusive as possible Interviews may be formal and scheduled or informal and unscheduled Documents can be paper or electronic and contain words, numbers or both. They can include data sets, students work, lesson plans, attendance records, and improvement plans. Survey Reports of school stakeholder opinions Lesson observations: Inspectors will aim to spend the majority of their time in lesson observations. They will record content and quality of lessons on evidence forms. If a lesson plan is not provided to the inspector, he/she will Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 13

14 ask for it at an opportune time during the lesson observation. Lessons will be observed with the performance indicators in mind. Inspectors will record the proportion of students able to do the work set for them by their teachers and will look for supporting evidence/examples of attainment, progress and learning skills. Observations of teaching and assessment of learning will be recorded as they occur. When appropriate, inspectors will speak to students to check their understanding of the lesson. Inspectors will record the quality of students social and personal development based on their observations and engagements with students. Where necessary and appropriate, inspectors will make specific observations of groups of students and record evaluative information about their attainment, progress and skills (e.g. students with SEN or talented and gifted students). The Lead Inspector(s) will decide whether and under what conditions feedback will be given to individual teachers following lesson observations. In considering whether to offer feedback, Lead Inspector(s) will consider whether it can be done consistently in the time available to inspectors and whether there could be communication difficulties preventing feedback being given meaningfully. Where feedback is given, inspectors will share their observations and sensitively and be very brief, for example noting something that went well and something that could be improved. It will be mindful of the fact that the primary purpose of classroom observation is to inform judgement of teaching quality at the school level. Grades or judgements for lesson quality are not communicated. Feedback through an interpreter is only permitted with the explicit approval of the teacher Other forms of observation: Other forms of observation include assemblies and special events, walkabouts, displays of students work, recess breaks, scrutiny of the facilities such as canteens, libraries, computer and science labs, playgrounds, toilets, bus loading and unloading procedures, private vehicle movements, etc. Recording of these observations on an evaluation form should be as unobtrusive as possible, unless a situation requires that questions be asked. Any observations of health and safety hazards and serious breaches of the child protection policies and regulations will be reported to the Lead Inspector immediately who will communicate them to ADEC Interviews with students: Inspectors will meet with students selected by the school as well as students chosen at random. Inspectors will engage with students as much as possible during lessons, without being obtrusive. Inspectors will assess students listening and speaking skills as they converse with them, especially EAL learners. Inspectors will establish whether students are being appropriately challenged in learning the key subjects. Inspectors will check whether and how students know how well they are doing in these subjects. Inspectors will take note of students with SEN and how well they are supported. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 14

15 Inspectors will strike up informal conversations with students during recess times or before lessons begin Interviews with leaders: Inspectors will interview the Principal and others with formal leadership responsibilities. Inspectors will arrange language translation support ahead of time if necessary. The Lead Inspector will guide inspectors as to the common issues to be discussed with subject leaders. Inspectors will record the main points to be taken from a discussion and refer to them when making their judgements. Inspectors will bear in mind the need to elicit useful information, as opposed to simply asking leading questions. Inspectors will ask leaders to explain and describe processes, rather than to confirm or deny things. Inspectors will adhere to the performance indicators, but consider the unique characteristics of each school Assessment Data: When looking at assessment and attainment documentation and evidences, inspectors will consider school based assessment, standardized tests, external assessment data, and other appropriate benchmarking assessment data (refer to the attainment benchmarking table in paragraph 16). 6. How are students and parents involved in school inspections? An integral part of inspection is to identify the levels of performance quality in schools. This information is made available to parents and students to empower them to make informed decisions in terms of learning provision. The inspection team will meet some parents, the parents council if available, and meet formally and informally with students during the inspection. These stakeholders will be asked about their views of the school. The inspectors will evaluate the quality of work the school undertakes with students, parents and other stakeholders to develop and shape a shared vision. Inspectors will access ADEC s parents satisfaction surveys. Parents have access to Private Schools Inspection Reports on ADEC s Website. The inspectors will evaluate the extent to which parents are supportive of the school and its senior leadership team and whether they are given the opportunity to participate in the life of the school in a planned and purposeful manner. Inspectors consider the extent of parents involvement as partners in their children s learning in a variety of ways, including but not limited to: student homework; Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 15

16 classroom activities; participation in out of school activities and in school governance; whether parents receive regular, accurate and detailed reports regarding their children s progress and attainment. the extent to which parents are consulted about the work of the school on a regular basis; whether parents views are taken into consideration in the decision making process; whether parents are given regular and useful summaries of school priorities for the future; whether the school is proactive and vigorous in seeking feedback from parents to inform the school s development. analyse and report on the school s process to deal effectively with parents complaints. 7. What judgements do inspectors make? The six Performance Standards School inspections are structured around 6 Performance Standards and concludes with an Overall Performance Judgement. Inspectors make judgements on a school s performance based on 6 Performance Standards: Performance Standard 1: Performance Standard 2: Performance Standard 3: Performance Standard 4: Performance Standard 5: Performance Standard 6: Students achievement Students personal and social development and their innovation skills Teaching and Assessment Curriculum The protection, care, guidance, and support of students Leadership and Management For further details please refer to the UAE School Inspection Framework Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 16

17 8. How are schools judged? Inspectors will use a six point scale when judging level of quality in each of the Performance Standards. Band A High Performing Band B Satisfactory Band C In need of significant improvement Very Weak Weak Acceptable Good Very Good Outstanding Inspectors refer to descriptors for indicators and elements in each of the Performance Standards, to inform a judgement on each of the Performance Standards. The judgements of each of the Performance Standards forms the basis for the judging of the overall performance of the school. The judgements for the overall performance of the school are grouped into three bands: A High Performing; B Satisfactory; and C In need of significant improvement (as illustrated in table above). Inspectors make judgements on a school s performance using the Performance Standards. However, there are also a number of regulatory requirements that has to be taken into consideration which can render a school unsatisfactory. A school s overall performance will be limited and will be judged to be weak if: Any of the judgements for the Performance indicators of Teaching for effective learning and the effectiveness of leadership are weak/very weak The arrangements to protect and safeguard students are weak (e.g. there are serious breaches of Health and safety and the child protection policies and regulations) A school s overall performance will be limited and will not be judged outstanding unless: the Performance indicators of Students progress, Teaching for effective learning, The effectiveness of leadership, Self evaluation and improvement planning are included in outstanding judgements; across all performance indicators, judgements are at least good and a large majority are outstanding. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 17

18 A school cannot be Outstanding if: there are any weak judgements, or the school is not compliant with statutory requirements. 8.1 The Structure of the inspection framework This section describes each of the six performance standards; the indicators and elements used to inform each of the judgments for each standard. For the complete framework, kindly refer to the UAE School Inspection Framework The UAE Inspection Framework is structured in the following way: Performance standards represent the key domains of quality education. Indicators outline the main areas covered by the standard. Elements define the expected outcomes for each indicator. Brief descriptors describe observable actions for each performance level Illustrations provide more detailed descriptions of practice at selected performance levels. School inspections are structured around the six Performance Standards and concludes with an Overall Performance Judgement. Inspectors will make judgements using a six level scale. The six levels of quality on the scale are defined as follows: Outstanding Very Good Good Acceptable Weak Very Weak Quality of performance substantially exceeds the expectation of the UAE Quality of performance exceeds the expectation of the UAE Quality of performance meets the expectation of the UAE (This is the desired level for every school in the UAE) Quality of performance meets the minimum expectation of the UAE (This is the minimum level for every school in the UAE) Quality of performance is below the expectation of the UAE Quality of performance is significantly below the expectation of the UAE [Extracted from the UAE School Inspection Framework ] Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 18

19 8.2 Overall Performance Judgement The UAE Inspection Framework concludes with an overall judgement of school performance. The Overall Performance Judgement is the summative judgement generally made at the end of an inspection after judgements on the six Performance Standards have been made. Using the matrix in the framework, inspection teams consider the evaluations made for the 17 Performance Indicators and determine the closest match of the individual performance indicators using the best fit with the judgements Outstanding, Very Good, Good Acceptable, Weak and Very Weak in order to agree the Overall Performance Judgement for the school. The inspectors judgement on overall performance will provide a balanced view of the school in keeping with the judgement descriptions at the end of this document. The judgement for the overall performance addresses the key question of how the school meets not just its own aims, but ADEC s aim of ensuring that students acquire the academic and personal capability reflected in international standards including the skills they will need to face the challenges of the 21 st Century. A school may meet its aims but this will not be enough if the aims do not guarantee an adequate educational experience for students. The Overall Performance also covers the use of all available resources, performance management procedures and the professional development offered to teachers as well as the school s provision of supportive premises and material resources. It also covers the relationships the school forms with the local community to support and enhance its work. Two key elements of the overall performance concern the extent to which the school gives students an adequate grounding in the culture and history of the UAE, and the extent to which the school ensures the health, safety and security of students and follows good environmental, health and safety practice. 9. Feedback to the school The Lead Inspector(s) will maintain a professional dialogue and give interim feedback to the Principal at the end of each day of the inspection on the progress and emerging findings of the inspection. Such feedback will not include explicit mention of judgements for the school s overall performance or for each Performance Standard, but will communicate in broad terms the levels of quality found. It will consist of enumeration of key strengths and areas for improvement. On the last day of the inspection, the Lead Inspector(s) will meet with the principal 5 to provide a maximum of ten summative inspection findings, describing the strengths of the school and the areas for improvement found in the course of the inspection. Before leaving the school, the lead inspector will: 5 The principal may invite other representatives to attend the final feedback meeting. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 19

20 ensure that the school principal fully understands the inspection findings for the overall quality of education provided by the school, its strengths and areas for development respond to the school s enquires related to these areas provide a written summary of the main feedback points to the principal inform the school that the main points provided orally in the feedback will be referred to in the inspection report but the language might be different due to the several quality assurance cycles. inform the school that the judgements in the report remain confidential until the report is issued to the school. The school principal and lead inspector will: sign a copy of the feedback form provided by the lead inspector to acknowledge receipt of the feedback. 10. The school inspection report The inspection team compiles the evidence base (EB) for the inspection and produces the school inspection report. The EB is compiled by inspectors during the inspection and finalised at the concluding meeting of the inspection team. It includes detailed corporate judgements for the school s Overall Performance and each Performance Standard based on the associated elements. The EB will provide data to inform ADEC s work and will help ADEC to support the school with the production of its Improvement Plan. The School Inspection Report is a concise document that describes a school s significant strengths and weaknesses across the standards, and identifies what the school needs to do to improve further. The report will make clear in which of the three Bands, A, B or C, the inspectors judged the school to be. These reports are published on ADEC s website Writing, Editing and Publication The Lead Inspector(s) writes the inspection reports which are then subjected to a quality assurance process before being sent to the school for a check of factual accuracy. ADEC aims to issue the final report to each school within 30 working days after the completion of the inspection. Private schools publish the report and the development plan on the school website explaining how it intends to address the recommendations set out in the report in order to improve the quality of 6 Relevant for inspection in Private Schools only Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 20

21 education or, where there is already high performance, maintain it. This is done within 30 working days of receipt of the final report. Alternatively, schools may provide a copy of the inspection report and the development to all parents or carers within 30 working days of the report being sent to the school. Private schools should provide a link to the published report on ADEC s website on the school website Organisation of the school inspection report The School Inspection Report consists of: 1. A brief introduction, which includes the nature of the evidence considered by the inspectors. 2. A description of the school which will refer to the following where applicable to the school: a brief history of the school details of its location its aims, including any national, religious or other affiliations the number of students in each section of the school (e.g. primary and secondary) the number of boys and girls the percentage of UAE National students, and the percentages for the other main nationalities the percentage of students with special educational needs, with an indication of the main learning problems the admissions policy of the school, including details of fees (private schools) details of the school s ownership, governance and management other important contextual information considered relevant the percentage of students with special educational needs, with an indication of the main learning problems the admissions policy of the school, including details of fees (private schools) details of the school s ownership, governance and management other important contextual information considered relevant 3. The overall effectiveness judgement for the school. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 21

22 4. The inspectors judgements about changes in standards since the last inspection. 5. The inspectors judgements about the overall effectiveness of school, highlighting the most significant strengths and weaknesses across each of the Performance Standards with a particular emphasis placed on educational outcomes in Arabic, Islamic education and UAE Social Studies 6. What the school should do to improve further. These improvement points will be drawn from conclusions in the report. The areas will be defined in sufficient detail to ensure that the school knows exactly where improvement is needed. 7. A list of serious breaches of ADEC regulations and any health and safety concerns identified by the inspectors. 11. The School Development/ Improvement Plan Within 30 working days for private schools of the issuing of the the inspection report, the school is required to prepare a development/improvement plan that address the issues identified in the inspection report for ADEC s approval. 12. Code of conduct for schools and inspectors Inspectors and stakeholders in schools are professionals. As such, all parties are entitled to mutual respect. Equally, parties must recognise that both inspectors and all those involved in a school have the same aim, namely, to support and encourage the education of young people and to stimulate school improvement. Inspection, therefore, is a joint effort to address aims that both schools and inspectors share. The Code of Conduct for Inspectors is captured in the UAE School Inspection Framework , Section 1, paragraph 1.2 on page What is expected of schools during an inspection be honest and open about all aspects of school life and view the inspection positively as an aid to the school s development produce an accurate self evaluation for inspectors and be open throughout an inspection about strengths and weaknesses accept that inspectors have right of access to all parts of the school, all documentation related to the school, and access to all personnel and students involved with the school maintain good relations with the inspectors and resolve any problems quickly and efficiently with the Lead Inspector respect the judgements of the inspectors avoid putting inspectors in any compromising positions, for example by photographing them or asking them to participate in school activities, and offering gifts other than the most simple, such as refreshments and food Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 22

23 12.2 What is expected of inspectors during an inspection Inspectors are expected to: arrive at the school about 15 minutes before the school day commences; enter the school as a team on the first day if possible; leave mobile phones in their personal luggage and not take phone calls during lessons or meetings; wear their identification badges and the school s visitor s badge if so requested; attend morning assemblies as a team on the first day, and ensure that at least one inspector attends any subsequent assemblies during the week; do their best to minimize the stress of inspection through courtesy, respect and sensitivity adhere strictly to the requirements laid down in the Framework at all times view the inspection positively as an aid to the school s development make judgements that are fair and accurate, based on clear, secure evidence have no prior connection with a school being inspected that might cause a conflict of interest maintain good relations with staff and other personnel connected with the school act sensitively and safely at all times, especially when in direct contact with students resolve problems and issues quickly and efficiently if they arise keep the Principal up to date with emerging inspection findings about the school s strengths and areas for improvement avoid compromising independence and objectivity, for example by accepting gifts other than refreshments and food act in the best interests and well being of students and staff avoid discussing or recommending any service provider who might assist the school in implementing the recommendations of the inspection report adhere to the code of conduct for inspectors in the UAE School Inspection Framework adhere to the dress code according to ADEC policy for school staff After each inspection, schools will be invited to comment on the quality of the inspection through a satisfaction survey that is sent along with the final version of the inspection report. Schools as well Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 23

24 as inspectors should immediately report to ADEC any concern they may have and not wait until the inspection report is sent to schools 13. Complaints Procedure ADEC is committed to evaluating schools fairly, consistently and transparently. The standards expected of inspectors work are described in the above Code of Conduct. It outlines general principles concerning inspection work and provides guidelines covering professional relationships, evaluation procedures, and reporting. Inspectors are required to be thorough, consistent and fair in making judgements about school quality and to be sensitive, objective, honest and clear in communicating their findings. Inspection is designed to celebrate and affirm good practice in schools and to provide support and guidance to schools in addressing areas that need to be improved. Where schools have concerns about the inspection process or the conduct of an individual inspector or inspection team, the following staged procedures should be followed Stage 1 Despite the best efforts of ADEC and the inspection service provider, concerns may arise about the conduct of an inspection. Where such concerns come to light, they are best addressed as soon as possible, while the inspection is in progress and while the inspection team is still in the school. Concerns may relate to issues such as: The conduct of a member of the inspection team The integrity and impartiality or fairness of a member of the inspection team The adequacy of the evidence base for the inspection report Failure by the inspection team to comply with the published procedures in the UAE School Inspection Framework and Irtiqa a Programme Methodology documents. Where such concerns arise, the school should bring them to the attention of the Lead Inspector in the first instance and report them by to ADEC s Inspection and Monitoring division. If the matter cannot be resolved to the satisfaction of the school and the inspection team, a member of the ADEC s inspection team will visit the school and meet with the principal teacher and the lead inspector Stage 2 Following completion of the inspection process in the school, if the school authorities are not satisfied that the procedures for the inspection were comprehensive, valid and fair, a complaint may be sent in writing to the Division Manager of ADEC s Inspection & Monitoring Division within 5 working days following the inspection. The Division Manager and the relevant Programme Manager will meet with representatives from the school with a view to resolving the school s concerns. Irtiqa a Programme for schools, Methodology Document Edition 2015 ADEC, Abu Dhabi Education Council 24