Private School Inspection Report

Private School Inspection Report Asian International Private School Academic Year 2015 2016 Page 1 of 16

Asian International Private School Inspection Date January 18, 2016 to January 21, 2016 Date of previous inspection May 5, 2014 to May 8, 2014 School ID 180 General Information Total number of students Students 1381 Opening year of school 1988 Number of children in KG 168 Principal Dr Asha Renjith Number of students in other phases School telephone +971 (02) 877 8789 Age range Primary: Middle: High: 580 (G1-5) 442 (G6-9) 191 (G10-12) 3 years 8 months to 18 years School Address Ruwais Housing Complex, Western Zone. Grades or Year Groups KG to Grade 12 Official email (ADEC) asianintrowais.pvt@adec.ac.ae Gender Mixed School website www.asianintlschool.com % of Emirati Students 0.2% Fee ranges (per annum) Low range: AED 2575 AED 9270 Licensed Curriculum Largest nationality groups (%) 1. Indian, 86% 2. Egyptian, 3%% 3. Jordanian, 2% Staff Main Curriculum Other Curriculum -------- External Exams/ Standardised tests Central Board of Secondary Education (CBSE) CBSE, Ministry of Education (M0E) Number of teachers 90 Number of teaching assistants (TAs) Teacher-student ratio 7 KG/ FS 1:15 Other phases 1:15 Accreditation ------- Teacher turnover 19% Page 2 of 16

Introduction Inspection activities Number of inspectors deployed Number of inspection days Number of lessons observed Number of joint lesson observations Number of parents questionnaires Details of other inspection activities 5 4 120 3 490; (response rate: 39.3%) Inspectors observed the arrival and departure of students, break times and assemblies. They met with school staff, students and their parents. Inspectors observed lessons, reviewed school records and scrutinised students work. School School Aims School vision and mission Admission Policy Leadership structure (ownership, governance and management) The sole aim of establishing Asian International School is to build a school where achievement is elevated and every child is able to develop and sustain an integrated multidisciplinary environment that facilitates excellence in creativity teaching, where learning is fun and value of each individual is evident. The schools vision is to create an outstanding learning community which enables students to reach their potential to the fullest and to explore the vast horizon of learning lifelong. The school mission is to believe that all students tap out their potential in the congenial atmosphere for creative and global awareness through holistic and nurturing curriculum to pursue co scholastic and scholastic excellence. Student admission is based on an entrance test and interview. Principal (1), Supervisor (1), Senior Supervisors (5). There are 7 governors. Page 3 of 16

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 1 0 Specific Learning Disability Emotional and Behaviour Disorders (ED/ BD) Autism Spectrum Disorder (ASD) Speech and Language Disorders Physical and health related disabilities 0 0 3 0 0 0 0 0 1 0 Visually impaired 0 0 Hearing impaired 1 0 Multiple disabilities 0 0 G&T Details (Refer to ADEC SEN Policy and Procedures) G&T Category Number of students identified Intellectual ability 33 Subject-specific aptitude (e.g. in science, mathematics, languages) 0 Social maturity and leadership 0 Mechanical/ technical/ technological ingenuity 0 Visual and performing arts (e.g. art, theatre, recitation) 7 Psychomotor ability (e.g. dance or sport) 11 Page 4 of 16

The overall performance of the school Inspectors considered the school in relation to 3 performance categories Band A Band B Band C High performing (Outstanding, Very Good or Good) Satisfactory (Acceptable) In need of significant improvement (Weak or Very Weak) School was judged to be: BAND (C) Weak Band A High Performing Band B Satisfactory Band C In need of significant improvement Performance Standards Outstanding Very Good Good Acceptable Weak Very Weak Performance Standard 1: Students achievement Performance Standard 2: Students personal and social development, and their innovation skills Performance Standard 3: Teaching and assessment Performance Standard 4: Curriculum Performance Standard 5: The protection, care, guidance and support of students Performance Standard 6: Leadership and management Summary Evaluation: The school s overall performance Page 5 of 16

The Performance of the School Evaluation of the school s overall performance The Asian International Private School is in need of significant improvement. Students do not make sufficient progress in Arabic, Islamic education and social studies. This is because teaching is weak in these subjects and there is insufficient curriculum time allocated. Assessment does not provide students with helpful feedback. Students with special educational needs (SEN) make insufficient progress because they are not identified and supported well enough. Provision is stronger and more effective in the Kindergarten (KG). Students in Grades 10 and 12 do well in CBSE examinations. Students at both these ends of school phases make up only a minority of the student population, with most students in the primary and middle phases. Progress made since last inspection and capacity to improve The school has made insufficient improvement since the last inspection and has not carried out the recommendations as required. As a result, students are not progressing as well as they could be. The quality of teaching has not improved sufficiently. Curriculum planning remains a weakness. Students attainment and progress in Arabic, Islamic education and social studies is still weak. Leaders have not responded to the recommendation to improve the accuracy of self-evaluation. A few improvements have been made in the Kindergarten (KG). Teaching is now good and children make good progress in all subjects through a thematic approach to learning. Attendance has improved and is now acceptable. Overall, the school has not yet developed the capacity to improve itself sufficiently without external support. Development and promotion of innovation skills The school is developing students innovation skills in a few areas, particularly through innovation lessons in Grades 10 and 11. In these grades, students have more opportunities to take part in enquiry-based learning and critical thinking. Students create 3D art pieces from recycled materials. Overall, teachers are not exploiting opportunities to develop students innovation skills in lessons and limited to extracurricular clubs. Teachers across all subjects have not had the professional development necessary to enable them to plan lessons that promote innovation in lessons. Page 6 of 16

The inspection identified the following as key areas of strength: the progress children make in the Kindergarten and the development of their learning skills standards attained by students in Grades 10 and 12 in the CBSE examinations the respect students show to their teachers and each other. The inspection identified the following as key areas for improvement: students attainment and progress in Arabic, Islamic education and UAE social studies use of assessment and feedback to help students understand their next steps in learning the identification and support for students with SEN compliance with ADEC s requirements for the curriculum and approval and security checks for teachers robust monitoring of provision by senior leaders. Page 7 of 16

Performance Standard 1: Students Achievement Students achievement Indicators KG Primary Middle High Islamic Education Attainment N/A Weak Weak Weak Progress N/A Weak Weak Weak Arabic (as a First Language) Attainment N/A Acceptable Weak Weak Progress N/A Acceptable Weak Weak Arabic (as a Second Language) Attainment N/A Weak Weak Weak Progress N/A Weak Weak Weak Attainment Good Weak Weak Acceptable Social Studies Progress Good Weak Weak Acceptable Attainment Acceptable Good Good Good English Progress Good Good Good Good Attainment Good Acceptable Acceptable Weak Mathematics Progress Good Acceptable Acceptable Weak Attainment Good Good Good Good Science Language of instruction (if other than English and Arabic as First Language) Other subjects (Art, Music, PE) Progress Good Good Good Good Attainment N/A N/A N/A N/A Progress N/A N/A N/A N/A Attainment Good Acceptable Acceptable Acceptable Progress Good Acceptable Acceptable Acceptable Learning Skills (including innovation, creativity, critical thinking, communication, problemsolving and collaboration) Good Acceptable Acceptable Acceptable Page 8 of 16

Students achievement is weak in all phases except in KG. This is because, for the large majority of students, progress is weak and their attainment is below the expected curriculum levels, particularly in Arabic, Islamic education and UAE social studies. School leaders were unable to provide credible and robust progress and attainment data in these areas. Inspectors were therefore required to base their judgements on lesson observations and scrutiny of students work. Children arrive in KG with English language skills that are below age expected levels. They make good progress in English and leave the KG with speaking, writing and reading skills that are in line with age expectations. They make good progress in mathematics and science. This is because the thematic curriculum provides them with opportunities to take part in stimulating problem-solving activities. Children leave the KG with mathematics and science skills that are above the level expected for their age. In the primary and middle schools, attainment and progress in Arabic, Islamic education and UAE social studies is weak for the large majority of students. In Arabic, students have too few opportunities to practise speaking and writing skills. In Islamic education lessons, students have to spend too much time using worksheets and listening to the teacher. Students make better progress in CBSE social studies lessons because the teaching is better and gives students opportunities to discuss Indian culture together. In the majority of UAE social studies lessons seen, students were disinterested when learning about UAE society and culture. Students make good progress in English and science. This is because teaching matches the needs and interests of the students. Progress in mathematics declines as students become older from that seen in the KG phase because students spend too much time working from textbooks. They have less opportunity to apply their knowledge to challenging real world problems. Students achievement in lessons, in the high school grades remains weak in Arabic and Islamic education. The few students who completed the Ministry of Education (MoE) examinations in 2015 attained in line with expectations. Attainment in most of the CBSE subjects improved in 2015 and was consistently better than for MoE subjects. Achievement in mathematics fell to below international averages for Grade 10. Achievement in other subjects is variable. Achievement in Hindi is acceptable and consistently better than that for Urdu. Achievement in languages is a strength as it improves in the high school. Business studies is also a strength here. Weaknesses in the availability of specialist equipment prevent students from making good progress in ICT. Students make weak progress in the Zero Hour lesson and in physical education (PE). Page 9 of 16

The provision to develop students learning skills is better in the KG, and in English and science subjects. In the KG, children take part excitedly in collaborative learning activities and enjoy solving simple number problems. In Arabic, Islamic education and UAE social studies, students learning skills are constrained by an over reliance on the use of textbooks, worksheets and didactic teaching. The achievement of SEN students is weak because work is not adapted to meet their specific learning needs. Boys and girls achieve equally well across the whole school. 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 Acceptable Acceptable Acceptable Understanding of Islamic values and awareness of Emirati and world cultures Good Acceptable Acceptable Acceptable Social responsibility and innovation skills Good Acceptable Acceptable Acceptable Students personal development is acceptable overall. It is most successful in the Kindergarten where the thematic curriculum includes emphasis on healthy lifestyles, Emirati culture and Islamic values. Children are taught how to pray and encouraged to take responsibility in class, for example when tidying away. All students show respect towards their teachers and other adults. They behave maturely inside and outside lessons. Attitudes to learning are better in CBSE lessons. A minority of students lose interest and lack self-reliance in MoE subjects. Overall, almost all students work well together and are supportive of one another. Lessons in Indian social studies contribute well to students knowledge of world cultures. Weaknesses in teaching in UAE social studies, Arabic and Islamic education hamper their learning about the UAE and Islamic values. Assemblies and school festivals ensure that, overall, students have an acceptable level of understanding about Islamic values and UAE culture. For example, students show respect for the UAE flag, sing the national anthem and listen to translations of prayers during assemblies. The whole school celebrates UAE festivals such as National Day. Page 10 of 16

Students know how to stay healthy. A minority do not always bring healthy food to school to eat. Attendance is now acceptable at 92%. Students arrive at school and attend their lessons promptly. A minority of students have responsible roles within the school including participating in the student council. The involvement of the student council in school improvement is under developed. Older students act as prefects during break times. Students show social responsibility. For example, recently, after an earthquake in India, students collected money and provided relief to help those made homeless. Students also volunteer to clear local beaches of litter. Students use an innovative waste recycling system in art lessons and collect newspapers to send to a local recycling company. A botanical garden built in collaboration with an external organisation, provides students with the opportunity to acquire knowledge first-hand about plants from around the world. Performance Standard 3: Teaching and Assessment Teaching and Assessment Indicators KG Primary Middle High Teaching for effective learning Good Weak Weak Weak Assessment Good Weak Weak Weak Overall, the quality of teaching is weak. Teaching is weakest in Arabic, Islamic education and UAE social studies. This is because teachers do not make learning interesting. They rely too much on textbooks, worksheets and didactic teaching. A minority of teachers are not well qualified or sufficiently experienced to teach these subjects. Teachers of CSBE social studies are knowledgeable of their subject and are enthusiastic. Teaching in the Kindergarten is good. Here teachers plan lessons that involve students in active learning. For example, they encourage children to work in groups to discuss and explore new learning about geometric shapes. In the Kindergarten, teachers develop children s learning skills systematically and ensure children make links between areas of learning. They adapt lessons to take account of children s different needs. For example, they provide challenging work for those who are more able and help students who find learning difficult. Page 11 of 16

In the primary, middle and high schools, teaching is consistently better in science and English than it is in other subjects. Teachers use problem solving and collaboration to enthuse students. Teachers in mathematics and other subjects do not provide enough opportunities for students to work together or to be creative. This slows the development of students learning skills because they are not developing independence or self-reliance. Teachers do not give enough attention to the needs of SEN students in the primary, middle and high schools. As a result, these students do not make enough progress. In the primary, middle and high phases of the school, teachers do not question students effectively. In the majority of lessons, only students who wish to answer questions are selected to do so. As a result, only a few students benefit from questions while others become passive listeners. Assessment processes are a weakness in all areas except the KG. In KG, teachers collect children s work in learning journals. They use this evidence to adapt lessons and provide feedback to parents and children. In the rest of the school, the large majority of students do not receive sufficient and useful feedback to help them understand how to improve. Teachers are not using assessment information effectively to adapt their lesson plans to the needs of students. Performance Standard 4: Curriculum Curriculum Indicators KG Primary Middle High Curriculum design and implementation Good Weak Weak Weak Curriculum adaptation Good Acceptable Acceptable Acceptable Overall, the way the curriculum is designed and how it is being implemented are weak, except in the KG. ADEC s regulations for Arabic, Islamic education and UAE social studies are not being met. For example, Arabic is short by two lessons per week in Grades 9, 10, 11 and 12. Long- and medium-term curriculum plans are in place. Leaders have not ensured that learning proceeds smoothly from grade to grade. For example, students repeat the same learning in the primary school in UAE social studies. The curriculum is innovative in the KG. It has been redesigned so that it is now thematic. The curriculum links together different areas of learning successfully. For example, children are developing phonics skills when they are learning to recognise numbers. The KG curriculum supports the delivery of learning skills effectively. Page 12 of 16

Children have frequent opportunities to work collaboratively to solve problems. They are also encouraged to work independently to develop their self-reliance and resilience. Adaptations made to the curriculum are acceptable in the rest of the school. The curriculum is more successful in English and science. In these subjects, students have opportunities to be innovative and develop learning skills. As a result, students enjoy learning in these subjects and make better progress. The curriculum in Arabic, Islamic education and UAE social studies has not been adapted to meet the interests of the students. The curriculum is largely based on textbooks and provides too little opportunity for students to develop 21 st century learning skills. Older students have adequate scope for making choices. In the high school, a counsellor provides guidance as they choose between the science or commerce streams in Grades 11 and 12. Students receive adequate guidance about careers and higher education choices. The curriculum enables students to gain internationally recognised qualifications. The curriculum is not modified well enough to meet the needs of students who have a special need or those who are gifted and talented. 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 Acceptable Acceptable Acceptable Acceptable Care and support Acceptable Acceptable Acceptable Acceptable The protection, care, guidance and support of students is acceptable, as are arrangements to ensure their health, safety and security. The school s child protection policy informs practice and adults are aware of their responsibilities. Students are taught about health and safety in assemblies and in social studies. Maintenance records are in line with requirements and are available for review. Litter is a problem around the school and at times items of disused furniture are left in areas were students socialise. Medicines are administered safely and the nurse is suitably qualified. Safety arrangements related to school buses are adequate. The premises Page 13 of 16

are suitable. Wheelchair users do not have access to some areas of the school site. No students presently in the school require a wheelchair. Relationships between staff and students are positive. Students behave well in and out of lessons. Occasionally a few boys in the primary school lose interest in lessons and disturb others. A few teachers are not consistently applying the school s behaviour policies. Attendance has improved since the previous inspection and is now acceptable. This is largely due to the introduction of a more rigorous system to challenge non-attendance. Very few students arrive late to school or classes. Arrangements to identify and support students with SEN are weak and rely too much on parents to provide a diagnosis from specialists. The school s routines for monitoring and tracking students academic and personal development are acceptable. Parents and students receive reports throughout the year and careers guidance is provided for older students. Performance Standard 6: Leadership and management Leadership and management Indicators The effectiveness of leadership Self-evaluation and improvement planning Partnerships with parents and the community Governance Management, staffing, facilities and resources Weak Weak Acceptable Weak Acceptable Overall, leadership and management are weak. Senior leaders are not delivering the schools aims and mission to create an outstanding learning community which enables students to reach their potential to the fullest. Recommendations from the previous inspection have not been fully achieved. In addition, there are breaches in ADEC s regulations for the implementation of the curriculum and the approval and security checks for teachers. Subject leaders have been more successful in ensuring that standards of achievement in the CBSE curriculum have improved. Supervisors have ensured that the school provides a safe environment in which students can learn. Attendance has improved and is now acceptable. Facilities and resources are mostly managed efficiently. Effective leadership in the KG has brought about significant improvement in its offer to children. Page 14 of 16

The school s capacity to innovate and improve is weak. This is because self-evaluation is not accurate or used effectively to drive improvement. Senior leaders and governors have an over-generous view of provision, especially of the quality of teaching and implementation of the curriculum. Monitoring procedures are not robust enough. Governors need to develop more robust approaches to ensure they have a better grasp of the quality of education provided in their school. School development plans are not up to date. Leaders are too reliant on the outcomes from the previous inspection for direction. Senior and middle leaders do not systemically check that provision meets ADEC s requirements. Development plans are not reviewed regularly to review progress and set new priorities. Senior and middle leaders are not held sufficiently to account for improvements. Overall, the impact of professional development is weak. In Arabic, Islamic education and UAE social studies, subject leaders are not ensuring that teachers are provided with enough support. New teachers are not adequately supported. Professional development is having most impact in the KG, English and science where it has led to improvements in innovation and learning skills. The provision for students with SEN is not led adequately. The school does not have an identified senior leader who monitors the quality of provision for or the progress being made by SEN students. ADEC s parent survey indicates that leaders need to make further efforts to include parents in school improvement. Overall, parents who responded to the questionnaire expressed a neutral view. They are more satisfied with the school s arrangements for health and safety. They are least satisfied with the regularity of communication from the school and they would like better access to school leaders. Page 15 of 16

What the school should do to improve further: 1. Ensure that the school complies with ADEC s Organising Regulations of Private Schools in the Emirate of Abu Dhabi for breaches detailed in the report. 2. Improve students attainment in Arabic, Islamic education and UAE social studies by ensuring that: i. teachers of these subjects are suitably qualified and experienced ii. teaching and learning meets the needs and interests of the students iii. students have sufficient opportunities to write and speak in Arabic. 3. Ensure effective use of assessment for learning by ensuring that classwork and homework are marked and discussed with students regularly with a focus on improvement. 4. Step up the way senior leaders improve the school by using robust up-todate self-evaluation, making effective use of active school development planning, and improve accountability at all levels. 5. Improve the provision for SEN students by ensuring that: i. a formal process is used to identify students with SEN ii. teachers adapt lessons to meet the needs of SEN students iii. an identified school staff is made responsible for the provision for, and progress of, SEN students. Page 16 of 16