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Qatar National School Accreditation (QNSA)

SELF-STUDY

VISITING COMMITTEE REPORT

FOR

CAMBRIDGE INTERNATIONAL SCHOOL FOR GIRLS

School

S N

A

Q

Visiting Team Chair

Mrs. Suha Tahtamouni

Members:

Mrs. Fatin Soliman

Mrs. Aysha Khanji

Mrs. Manal Bakir

Mrs. Nadia Al Hitmi

Mrs. Momena Tayeh

Mrs. Nadia Al Shukor

Mrs. Loluwa Al Saqtari

Mrs. Fareeda Al Mousa

Mrs. Maryam Al Sulaiti

Visiting

Team

Members

November 24th – 28th, 2013


Evaluation Institute – Supreme Education Council

Self-Study Visiting Committee Report

Cambridge International School for Girls

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Table of contents

CHAPTER1: SCHOOL COMMUNITY PROFILE AND DATA ............................................................................... 3

CHAPTER 2: SELF-STUDY PROCESS AND SCHOOL’S LEARNING OBJECTIVES....................................... 10

CHAPTER 3: ANALYSIS OF 5 STANDARDS & INDICATORS-STRENGTHS & AREAS OF GROWTH ... 16

STANDARD 1: EDUCATIONAL LEADERSHIP .................................................................................. 16

STANDARD 2: EDUCATIONAL PERFORMANCE & LEARNING ENVIRONMENT ............................ 24

STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS .......................................................... 30

STANDARD 4: RESOURCES MANAGEMENT .................................................................................. 39

STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIP ........................................................ 44

CHAPTER 4: SCHOOL WIDE ACTION PLAN ...................................................................................................... 50

CHAPTER 5: VISITING TEAM COMMENDATIONS & RECOMMENDATIONS ............................................ 60





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Chapter1: School Community profile and data

School’s Foundation Data:

Cambridge International School for Girls aims to achieve and maintain high standards in

education and pastoral care, focusing on the all-around development of the students. The

school provides a platform for students to develop leadership and interpersonal qualities

through an active student leadership body. The students are actively encouraged to

participate in all the activities that the school offers. The school also prepares students to

become world class citizens in an ever-changing world, by equipping them with the

necessary skills and knowledge to be active members of society.

The school provides an education based on The National Curriculum for England to

students from Kindergarten to Grade 12. The school prepares students for the IGCSE,

AS-Level, following the Cambridge International Examinations Board Syllabi. The main

subject areas are:

Core Subjects

Core subjects include English, Mathematics, Science and Information and

Communication Technology.

Foundation Subjects

Foundation subjects include History, Qatar History, Geography, Art, Music,

Physical Education and a selection of second languages, which include French

and Arabic.

Additional Core Subjects

Arabic, Islamic Studies and Qatar History, as per SEC guidelines.

French is taught in Year 1-3 and will continue to program through the school.

CISG offers IGCSE in Year 10 and 11 followed by the AS and A level program in Year

12. Qatar History is taught in all years according to the SEC guidelines.





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The school mentioned that Arabic and Islamic Studies are taught from KG to Year 9 with

Arabic and basic Arabic option for non-Arabic speakers. Islamic Studies is taught in

Arabic and English to Muslim students from KG to Year 9.While Qatar History is taught

for years 1 – 12 following SEC guidelines. However; the visiting team noticed through

staff meetings and class observations that Regular Arabic is taught in general to all

students; there is no basic Arabic option for non-Arabs. Moreover, Islamic Studies &

Qatar History is taught in Arabic only.

The grades that are covered in CISG are:

Early Years – Foundation Stage

Key Stage 1 Subjects (1-2)




Key stage 5 Subjects (12)

Key stage 4: In Key Stage 4, students follow Core and Option subjects at IGCSE as

described in the CIE Examination Courses/Syllabi and as well as PE and Qatar History

Key Stage 5: In Key Stage 5, students follow AS and A level courses as described in the

CIE Examination Courses/Syllabi as well as Qatar History in Year 12.

School’s characteristics and facilities:

The school is a purpose-built educational facility housing more than 1500 students from

Kindergarten through to GCE and AS Levels. It is located in Al-Nuaija Area, Bilal Bin

Rabah Street. The site is a secure, walled and gated and admission is strictly controlled.

A school-wide CCTV system (Closed-Circuit Television) for surveillance and security

purposes that provides additional benefits for ensuring security and safety.





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Administration offices including the Principal’s office, Reception, Finance and the

Registrar’s office are located off the main foyer.

There is a large Reception area with displays and TV monitor and seating for visitors.

The school is a two-storey building. It includes an area for kindergarten, primary, and

secondary stages. There are a number of enclosed small hard play areas that are used and

KG soft play area. There is an attached sports hall with changing and bathroom facilities,

used for PE, assemblies and other large meetings and a covered training swimming pool.

There is a large grassed field area and hard courts for specialist sports such as tennis and

netball.

The school has three purpose built ICT labs, each with individual PC workstations,

interactive whiteboards and printing facilities. LAN and wireless facilities are available

throughout the school and administration areas.

There are five purpose built and spacious science laboratories. These have practical as

well as lecture facilities and preparation facilities.

There are two libraries both in the same hall; a senior and a junior library. Both libraries

are well stocked and have ICT facilities.

There is also a purpose built Art and Design room in secondary and a smaller one in

primary with preparation facilities.

Admin facilities include nurse room, book store, uniform store, PRO (Parent Relation

Officer) office, finance office, admin coordinator’s office, staff workrooms, counselor’s

room and other admin and meeting offices. In addition, there is also an office for the

Academic Auditor and a Head Office room. A prayer room is also available after lessons

for staff and students.





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Data on school staff:

Teachers’ Expertise and Qualifications

Based on the staff’s data that has been provided by the school; it was assured that the

school teachers are well qualified, trained and teach their major degree subject. Both

overseas and local teachers hold appropriate teacher certificates issued by recognized

universities in their home country. The school is then providing a comprehensive and

intensive induction programs prior to school opening and is reinforced during the year

through inset training.

Staff Turnover Mobility:

Resigned Staff Teachers

TA Admin Staff

SLT

Year 2010-2011 37 9 1 2 (Counselor/AP)

Year 2011-2012 30 8 1 1

Staff who joined in

2012-2013 Teachers TA AT Admin Staff

Year 2012-2013 73 23 5 23

* TA: Teaching Assistant for KG & Year 1 classes

AT: Assistant teacher for grade 2, 3, 4 classes

SLT: Senior Leadership Team

The school mentioned that teachers will often be employed on one, two or more-year

contracts. Many ex-patriot teachers want to move to other countries to continue their

professional portfolio and experience. CISG is an excellent “training” school that gives

teachers a platform to build on and move forward.





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A degree of unrest has been expressed by teachers regarding the recent frequent changes

in leadership – Principal which led to a higher teacher-mobility than the school would

wish. But it is anticipated that stability in the Principal post will help to reduce this

mobility in the future.

The visiting team noticed that despite of the high staff turnover, the school started this

academic year with full qualified staff.

Data on School’s Students:

CISG is an International School that meets the needs of a very transient population as

well as local families.

CISG meets the needs of those who wish their children to follow a British Curriculum,

with some modifications to accommodate Arabic, Islamic studies and Qatar History, but

essentially takes students through a curriculum that ultimately leads to IGCSE, AS and

A-level accreditation.

CISG offers the opportunity for those parents who wish their daughters to be a single-

gender, Girls School, from Year 5 to 12. Currently all teachers are female, but this may

change in the coming years.

Academic Year Number of Cancelled Students Number of New Admitted

Students

2010-2011 175 381

2011-2012 180 264

2012-2013 86 447

Professional parents are quite transient and will move around the world in their quest for

employment. This causes a higher mobility of students that might normally be expected.

Current domestic building programs in Doha are also impacting on student mobility with

increasing numbers of parents requesting transfers as they move away from the school

area.





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The school manages this mobility by providing students with Transfer Certificates,

Commendation Letters and other information requested for their new schools. The use of

CIE end-loaded linear courses allow much greater freedom of movement than the more

popular Modular courses which can prove restrictive.

After completion Year 4, boys at CISG are able to transfer to TCS to continue their

education in Year and after. The curriculum followed is kept the same to facilitate ease

of transfer.

Data on school’s achievement:

As well as the formal academic achievement in the school’s results in IGCSE for the last

3 years as mentioned below, students at CISG become involved in a wide range of

activities that assists their personal achievement

These include, naming a few:

Debate

Sport – swimming, martial arts

Arts – competitions

Science - Science Fair and Science competitions

Quran Recitation and competition

A school choir is active.





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School’s Results in IGCSE for the years 2009 to 2012

Jun-12

A* A B C D E F G U Total Entires

27 22 22 15 10 4 1 0 1 157

Jun-11 7 19 20 24 16 10 3 2 0 169

Jun-10 7 20 22 10 7 7 5 13 9 110

Jun-09 2 4 20 31 12 13 11 4 4 84





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CHAPTER 2: SELF-STUDY PROCESS AND SCHOOL’S LEARNING

OBJECTIVES

Section A: Self Study Process

CISG has completed the required job in compilation of all the Self-Study chapters, covering

the five key standards, sub-standards and most of the indicators have been covered.

However, it was noticed that some of the major strength and growth areas were not

emphasized clearly in chapter three.

The School mentions that it has managed its Self Study, involving all stakeholders as

follows:

Teaching staff has lead Focus Groups and all teaching and support staff is included in

these focus groups. Admin staff is included where possible and has been consulted

frequently to collect data and for opinion.

Students are kept informed and Student Council is part of the process

Parents are less involved, but this involvement is increasing and is a key action point in

the school action plan.

The owners and management board are involved at a strategic level in the Self Study.

In addition to what has been mentioned above, it was assured during the visit, through

interviews, class observations and accessing school different evidences that the school’s

self-study reflects the actual realities of the school and its programs. All staff was involved

in the analysis of the five standards and in collecting the different evidences, students were

involved through students’ questionnaires and student’s council meetings with the

leadership team. Meanwhile, it was observed that parents’ involvement was limited.

All the observable evidences support the school’s areas of strength and areas of growth.

Moreover, the visiting team has discovered some areas of growth in addition to what the

school has discovered that needs to be addressed while modifying and updating the school’s

action plan.





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Section B: Mission & Vision

CISG Mission Statement:

Cambridge International School for Girls aims to produce happy, creative, ethical citizens

who live motivated, fulfilled lives while enriching the lives of others.

The school seeks to achieve this through an enlightened, disciplined and broad based

education that responds to global changes while retaining essential values

CISG Vision Statement:

The school Vision is to be a leading school in the Gulf Region and to help girls to develop

their full potential intellectually, physically, socially, emotionally and spiritually. Building

on a legacy of distinction, it is the school vision to serve as a model for effective teaching

and learning in a dynamic educational environment, aiming to help students achieve their

maximum potential and to gain o love of lifelong learning. Teachers are supported to excel

in pedagogy, stimulating young minds and encouraging them to extend excellence beyond

the classroom.

The Cambridge International School for Girls aims to foster in its students:

Humility and confidence

Compassion and Ambition

Respect and Curiosity

Tolerance and Vision

FLAIR – DISCIPLINE – ACADEMIC RIGOUR

The School stated that its mission and vision were instigated by the Management Team

when the school was established. They have not been changed since and have stood the test

of time, being equally relevant in today’s society in rapidly changing times.





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It was observed during the visit that school’s mission and vision are relevant to what the

school is trying to achieve. All school’s stakeholders are aware of how to contribute to

achieve school’s mission and vision and of the roles needed from each group. There are

clear evidences that the school is moving in the way of achieving its vision and mission.

Section C: Learning Objectives

The school has learning objectives derived from the school’s mission that allow fruition of

the Mission Statement.

The school stated that its learning objectives are embedded in all the school, planned for,

monitored and assessed in the following ways:

1. All students will be ICT literate and able to function in an IT-rich world

a. IT is a CORE subject for ALL students from KG to Year 11 inclusive

b. ICT progress is assessed internally each Term and examined externally at IGCSE at

the end of Year 11. ICT is an Option subject in Years 12 and 13 to AS level

2. All students should be confident and competent in their use and understanding of

the ENGLISH language to enable them to take an active role in an international

world

a. The medium of all lessons in the School is English, except in Arabic, Islamic Studies

and Qatar History lessons for Arabic-speakers.

b. Students’ copy books are checked regularly for their written work

c. English progress is assessed each Term and examined externally at IGCSE at the end

of Year 11. English Literature is taught to students in Years 10 and 11 if they are

being entered for First language IGCSE and examined at IGCSE. English speaking

is assessed at IGCSE. English Literature is offered as an Option at AS level.





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3. All students should be confident and competent in their use and understanding of

the ARABIC language and culture to enable them to take an active part in local

custom and culture

a. Arabic is the language of the Region and is taught to ALL students in Years KG to

Year 9 inclusive. Progress is assessed termly. Arabic is an Option subject in Years

10 and 11 at IGCSE and is available at AS level if required by students.

b. Cultural events in and out of school are arranged for students to participate in to

increase their awareness of the Arabic language and regional culture.

c. Qatar History is taught to al Students from Year 1 to Year 12 in Arabic and English

4. Islamic Studies is a key part of education for ALL Muslim students

a. Islamic Studies is taught to ALL Muslim students from KG to Year 9 and to those

who wish, Years 10 to 12

b. A Prayer Room is available for use outside of School hours

c. Islamic activities and Quran memorization and recital are encouraged.

d. Progress is assessed termly.

5. Students will develop interests in sporting, cultural and aesthetic activities as

individuals and in teams to develop confidence, humility, respect, compassion,

vision and tolerance, and in particular in a Girls environment

a. A program of Extra-Curricular and House Activities is provided and students

encouraged to take part

b. Trips, Visits and Cultural activities are included in the formal curriculum.

c. School Assemblies are used to inform and allow students to express themselves.

d. Teaching methods are adopted that include independent and group activities

e. Students work is displayed on notice boards, examination results are celebrated with

the whole school, sporting and other participation is celebrated and acknowledged in

Assemblies and the School Gazette

f. Teachers and other staff are required to be respectful of all students and each other at

all times, irrespective of age, race or religion.





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g. An inquiring mind is encouraged in the formal and informal curriculum and students

are encouraged to be curious.

h. Careers advice and education encourages the senior students to plan ahead and apply

their skills and knowledge to plotting their future education and experiences.

i. The School/Student Council allows students to take part in decision forming and

gives those who are elected onto it the opportunity to demonstrate and develop

leadership amongst their peers.

j. Senior Students, Head Girl and the Deputy are elected and form the pinnacle of

personal success for students. They are widely consulted on school matters and

represent the School and the students on numerous occasions. Their insight,

practical experience and vision are highly valued by their peers, staff and senior staff.

6. Academic Rigor, Flair and Discipline are fundamental to students’ entitlement and

futures.

a. Academic rigor is provided in all year Groups, and classes and lessons by joint

planning with colleagues in the School and jointly with colleagues in our sister

school. Plans are monitored by senior staff and lessons taught observed, monitored

and assessed as part of the internal and Group Quality Assurance procedures.

Assessments are regular, systematic and internally standardized. CIE Examinations

are employed at IGCSE and AS level. Learning Outcomes are clearly stated in the

English National Curriculum and in CIE syllabi.

b. Results are analyzed and actions planned to address outcomes.

c. Students who show exceptional flair are encouraged and supported

d. Students with needs are supported within the resources of the School and parents

kept informed.

e. Teachers and other staff are regularly evaluated against fixed criteria and the

outcomes are shared with them. Training is provided as identified to meet their

needs.





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It was noticed during the team visit and through meetings with staff and students; that

their involvement in compilation and synthesis of the school’s learning objectives was

through meetings and discussions either at the level of departments, or the scheduled

meetings with the leadership team and the school’s principal. Moreover, students’

involvement was through student’s council meetings with the school administration.

However, parents’ involvement was limited, but the school used to take parents’ opinions

and suggestions into consideration.

It was assured to the visiting team that these learning objectives are effectively reflecting

the school’s mission and vision, and are in line with the plans and programs of the

supreme education council and promotes social values and local culture. The school’s

team works hard in order to achieve these objectives through integrating them in all

school activities, curriculum and publications. Moreover, it was clear that these learning

objectives were considered in designing the school’s support programs and developing

plans to improve the students’ performance.

However; although the school’s learning objectives are measurable with specific

indicators focusing on learning of all school’s students, it was observed during Arabic,

Qatar History and Islamic Studies class visits that teaching these subjects focuses on Arab

Students. Neither proper teaching nor support was given to the non-Arabs who represent

about 40.6% of the total number of students, rather than just providing them with SEC

English version of Qatar History Book and an English Booklet for Islamic studies.

Therefore, the school has to establish and implement effective procedures to make sure

that its learning objectives are addressed to all of its students equally.





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Chapter 3: Analysis of 5 Standards & Indicators-

Strengths & Areas of Growth

STANDARD 1: EDUCATIONAL LEADERSHIP

1. School Mission and Vision:

The school states that it’s Mission, Vision, values and objectives are well-known to all

stakeholders (students, staff, parents, community, Board Trustees). It is revised regularly to

make sure that the school is working towards realizing its Mission and reaching excellence.

The Vision and Mission Statement are posted in classrooms, Principal’s office, school foyer

and reception area and in Student Planners. They are published in the gazette, on the website

and the Digital ETH (Education to Home) campus, all available in both English and Arabic.

The school also mentions that its Vision/Purpose was developed at the school’s foundation by

the Management Team. Their idea was to be more than just a school but the epitome of

excellence. This vision is student-centered, focusing on equipping all of the students with the

academic and social skills necessary to lead successful, compassionate, and fulfilling lives.

This vision of what students should know and be able to do upon completion high school is

consistent with the English National Curriculum and IGCSE/AS level as examined by

Cambridge International Examinations Board, and the specific requirement of Qatar, as set out

by the Supreme Education Council, SEC.

The school states that its educational Mission and Vision are realistic and attainable, and are in

the range of the school’s capacity – both with human and financial resources. For future

improvements, objectives need to be SMART and realistic, attainable within the School’s

human resources capacity.

The school indicates also that its mission and objectives are supportive of setting up a healthy

and safe environment for all students by having emergency drills in place. It has a positive

impact on student behavior and discipline. The curriculum remains challenging, rigorous, and





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meaningful, with teachers teaching to the set standards and adjusting the curriculum and their

classroom practices to meet the changing academic student needs.

The school declares that all stakeholders are involved in developing the strategic objectives,

which realize the school Mission and Vision through regular minutes of teacher’s orientation

with the Principal. It added that this can be improved by having special meetings with parents,

students & the whole school community. Questionnaires could also be developed to attain the

views of the whole school community.

It also declares that the Vision and Mission should be SMART (Specific, Measurable,

Attainable, Result Orientated and Time framed) to allow easier monitoring of the school’s

progress, and draft a plan to help moving towards and attain its goal.

The school has procedures in place to enable it to measure its own success in applying the

Mission, Vision and objectives, however; procedures for measuring the extent of the

implementation of the school Mission need to be implemented through a clear plan and policy.

The visiting team confirms that the school has a clear vision, mission and objectives to all

stakeholders. Through the school tour, it was noticed that the school’s vision and objectives

were displayed in the reception area, halls and most of the classrooms. Moreover, they are

included in the weekly school’s gazette to parents, students’ planners and the school’s web site.

It was also clear through the interviews that all the staff is aware of the school’s mission and

objectives and most of the students are aware of the school’s objectives.

The school mission and vision have not changed since the establishment of the school.

However, last year 2012-2013 the school developed a set of objectives aligned with its mission

and help achieving it. All stakeholders have contributed in developing these objectives; through

the regular meetings of the leadership team with the staff and with students through students’

council and students’ assemblies. Parents’ opinions, suggestions and feedback were also

considered. However, parents’ involvement in developing these objectives was limited.





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Through meetings with the governing body and finance department and accessing the financial

situation of the school, it was assured that the school’s mission, vision and objectives are

realistic and appropriate to the school capacity and its human and financial resources.

The visiting team supports the school’s efforts towards achieving the school mission, vision

and objectives by providing a solid curriculum and extracurricular activities that meet all the

educational needs of the students and improve their knowledge and skills. The mission’s

reflection on teacher’s commitment for providing quality teaching was clear with the teachers

especially in the foundation stage. However; the school still needs to work more on achieving

its objectives regarding teaching Arabic, Qatar history to all students, and Islamic studies to all

non-Arab, Muslim students. Therefore, the visiting team supports the school to have clear

procedures to enable it to measure its own success in implementing its mission and objectives.

It was clear to the visiting team, the positive impact of the school’s mission, vision and

objectives in creating a healthy and safe school’s environment to all staff and students through

the provision of specialized health care unit and training the school’s staff and students on the

evacuation procedures for emergency incidents. The same positive impact was also assured on

the students’ behavior and progress.

2. Planning and Management organization, Empowerment:

The school states that it has clear and comprehensive plans, which contribute to improving the

school on the short and long term, involving all stakeholders. In addition, the school regularly

executes, reviews, and amends the plans to achieve the school Mission and objectives.

The school is committed to the SEC’s regulations, and follows up work instructions precisely

with the minutes of meetings from SLT, Academic Coordinator, Heads of Departments and

staff. However, the school mentioned that SEC’s regulations, and work instructions can be

followed precisely by including them in the School Development Plan identifying the

requirements in line with the Mission and Vision. Each member of staff should be aware of and

have access to SEC regulations.





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The school declares that its priorities can be identified and executed effectively to improve and

achieve its mission by a new Development Plan that is Strategic, Time loaded and monitored

with remedial actions. This should support a professional development plan for staff.

The school also states that there is a clear and published organizational structure, which

identifies the level of leadership, responsibility and departmental hierarchy by the

academic/administrative staff flowchart with duties and responsibilities available and displayed

in the reception. Also all members of staff are given job descriptions - listed in the Office

Orders and Staff is made aware of the hierarchy during induction. There are clearly

communicated regulations; school rules, and policies to operate within School work with the

help of Office Orders and the Circular Portal.

The school mentions that there is a mechanism for assigning tasks, which contributes in work

improvement and quick accomplishment by Academic Coordinator who is in charge of all

academic matters and the Assistant Principal with responsibility for day-to-day management,

pastoral care and discipline matters, working together with the PRO, Transport Manager and

School Registrar. The Academic Coordinator works together with HODs (Heads of

Departments) Staff and the Assistant Principal handling behavioral issues, working together

with Year Heads and students.

The school indicates that the Management could involve more the stakeholders in decision-

making by providing: time for staff/admin meetings, active role in the running of the school by

Management and regular meeting with staff and working towards resolving issues.

Moreover, it is confirmed that there are mechanisms, which facilitate communication among

staff through Portal, E-week, e-mail on Laptops, e-review, Office Outlook, Briefing and Staff

meetings. The school atmosphere is positive, cooperative and with a sense of responsibility;

evidenced by Teachers’ questionnaires, Students’ questionnaires and Student letters.





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The Governing Body, Principal and senior staff, while making policies and strategic planning

for the school, authorizes the school administration to implement its decisions with minutes of

meetings and follow up reports from administration

The school leadership ensures that staff is empowered in shared responsibility, school input,

collaborative decision making and accountability for teaching and learning to support students

by Minutes from various departmental meetings, Continual Professional Development and

Staff training and INSET.

The visiting team highly appreciates the involvement of the governing body of the school in the

school’s community through the feedback forms of all stakeholders at the school’s portal and

the regular meetings with the management and leadership team.

The visiting team confirms that the school has comprehensive strategic and operational plans

(both in one plan), in addition to the action plan that was derived based on the self-study

process; all plans are implemented in ways that contribute in achieving the school’s objectives.

The school is following up the implementation of its plans through regular meetings and

reports. But it was noticed that the school does not update or amend its action plan based on the

results and follow up reports.

The team also acknowledges that the school has a clear and accurate organizational structure

that identifies the level of leadership, responsibility and departmental hierarchy by the

Academic/Administrative staff flowchart with duties and responsibilities. All members of staff

are also given job descriptions and are made aware of the hierarchy and their job description

during the induction/orientation program. It was assured during the team visit and through staff

interviews that there are clearly communicated regulations, school rules, and policies to operate

within school work with the help of Office Orders and the Circular Portal. But the visiting team

was not able during the visit to access the staff’s office orders and portal. All stakeholders

including staff, students and parents are aware of the school’s rules and policies through the

school’s portal, student’s planner and regular students’ assemblies and meetings. Although the





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school takes into account stakeholders’ suggestions regarding the school matters, the school

still needs to involve more stakeholders in decision making through specific procedures.

In addition, the team confirms that the school has an effective mechanism in place for

distributing and delegating tasks. Work is divided fairly and according to staff capacities and

experience in a way that helps facilitate an accurate and efficient work.

It was noticeable to the visiting team, the positive and cooperative atmosphere that prevails in

the school with the sense of belonging and responsibility between the school’s governing body,

principal, management team, staff and students.

3. Quality Assurance System: Monitoring & Follow-up of Operations

The school mentions that it has an effective oversight system, which contributes to increasing

the school efficiency and in continuously improving its performance. It applies an evaluation

system on the effectiveness of management in the performing its duties and the performance of

the school staff and the school as a whole, which happens through, self-review, assessment

policies. There are a range of assessments: self-assessment, peer assessment, Principal and

coordinators assessment, student results, classroom visits, office order, students and teachers’

Planners, school Gazette and exit interviews.

The school’s leadership monitors and follows up on staff performance in a way that improves

their performance by follow up forms, feedback forms, classroom visits, evaluations and

feedback. In addition to that, it monitors and follows up on student performance through

exhibitions, models, research, and experiments.

It is mentioned that the Senior Management of Taleb Group Schools is well conscious of the

importance of maintaining high quality in all areas of student learning and development. To

ensure continued quality maintenance, the Management appointed in April 2010 an Academic

Auditor for the Group’s Schools. Academic Auditor does independent quality evaluations in all

areas in the schools related to students, teachers, curriculum, resources, security, hygiene,

health, discipline etc. Reports of the observations and recommendations are shared with the

Director of Schools and the Managing Director on a regular basis. The Director of Schools in





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turn discusses the reports and corrective actions with the Senior Leadership team of the schools

for immediate implementation. The Academic Auditor, whose role is to monitor quality and

offer remedial actions, also reviews the effectiveness of these implementations.

The visiting team acknowledges that the school has a clear plan to manage staff performance

that includes evaluation criteria and evaluation mechanism, this plan is clear and is announced

to everybody in the school. These solid monitoring and follow up operations allow the school

to monitor and follow up on staff and school efficiency both at the governing body level

through the academic auditor procedures and reports to the GB and the management and senior

staff level through the class room visits, camera observations, evaluations and feedback.

However, the impact of the follow up was not reflected on the performance of the Arabic

department teachers especially in KS’s 1-4.

Students’ performance is also monitored and followed up effectively through a firm assessment

policy and the traffic light system that is implemented by the school electronically. The system

allows the management, head of years, head of subjects and teachers to track each student level

in all subjects. The school is utilizing the students’ results to develop plans to improve students’

performances through different remedial programs like the enrichment program for the English

language, the support program of math and through the extra-curricular activities.

The visiting team’s observations on school’s areas of strength:

1. Vision and Mission statement is displayed within the classrooms.

2. Leadership and Management Communication.

3. Monitoring student progress.

4. Evaluation of effectiveness.

The visiting team approves the above areas of strength, except the first one which is not

considered as a strong area.





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The visiting team’s observations on school’s areas of growth:

1. Make the Vision and Mission statement SMART.

2. Implement School Development Plan.

It was clear for the visiting team that the school has addressed the first growth area. The

team supports the second area of growth, and recommends more areas of growth in

chapter 5 of this report.





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STANDARD 2: EDUCATIONAL PERFORMANCE & LEARNING ENVIRONMENT

1. Methods & Pedagogy

The school indicates that teachers are made aware of the school’s mission and vision

statement and teaching strategies during the induction time by the school Principal. Many

indoor activities are conducted in Kindergarten, Year 1 and Year 2 departments and

senior level Year groups. The school points out that interactive whiteboards, projectors

and ICT facilities are employed across the curriculum to enhance students’ learning and

provide variety and up-to-date learning activities.

The school added that students are motivated to take part in inter-school competitions

both academically and in Physical Education, for example MUN and IBTIKAR.

Classroom activities are monitored digitally through camera and personally by HOS, the

Academic Coordinator and the Academic Auditor. Teaching methods are adopted that

include independent and group activities. The school added that careers advice and

education encourages the senior students to plan ahead and apply their skills and

knowledge to plotting their future education and experiences. In addition to that, the good

relationships that are promoted by the school and staff encourage a positive approach to

student management. The School’s Mission and Vision are reflected in each classroom.

The school clarifies that teachers follow weekly lesson plans for all the subjects that are

taught. A yearly syllabus plan is followed and is uploaded in the portal. A regular

assessment strategy is also followed and a record of the results is maintained by teachers

across the curriculum. Yearly results are published term-wise in the portal. Teachers also

maintain a file to record their weekly plans, results, record of activities and timetable. For

the improvement of better learning, worksheets of different ability level are uploaded in

the portal at LMS (Learning Management System). Teachers are provided with resources

and also access to the school e- resources bank. School trips are conducted regularly for

increased exposure and learning and social development.





25

The visiting team supports the school in adopting series of effective procedures to

achieve its vision and mission. It was observed that the school has provided well qualified

and experienced teachers in most subjects.

It was observed during class visits in the foundation stage that teachers use varied

teaching strategies that are aligned with the school’s vision and mission. Teachers are

exerting their efforts to promote the kids’ enthusiasm and support their independency in

learning. Moreover, teachers are providing students with the appropriate worksheets and

activities that are suitable to their age and enhance their learning. It was also observed

that students' works and activities are displayed in a way that would stimulate their

interest and compliment their achievements.

The visiting team also confirms that although differentiated instructions are in place in

some classes, it is the school's main concern to encourage teachers to address the

students' learning styles and use varied methods to satisfy the needs of all learners.

It was clear to the visiting team that lesson plans for years 1-11 are prepared and revised

regularly by heads of subjects, head of years and the academic coordinator which

supports the teachers' performance in classes. It was noticed through the team's tour that

the classes are provided with Data Shows and laptops that facilitate teachers' work. It was

also observed that teachers in KS1, 2 encourage students’ participation in most classes in

a way that builds the students' characters and promotes their learning, whereas most

teachers in KS3, 4 depend on direct lecturing.

It was also observed that teachers support students whenever needed during the school

timing. The school has launched the ''LMS" system this year and teachers upload the

suitable educational e- resources where all students have an access to it.

However, regarding Arabic, Qatar History and Islamic Studies; it was observed that the

Non-Arab students have a syllabus summary booklet with questions for Islamic Studies

but these students don’t receive the proper support resources during the Arabic lessons.

Moreover; the teaching methods in Arabic, Islamic and Qatar History classes don’t

satisfy their educational needs.





26

It was noticed through reviewing the school’s counselor documents and interviewing the

academic coordinator; that the school invites lots of universities to introduce their courses

and provide students with important information regarding their future career. Although

the academic guidance is the responsibility of the academic coordinator, head of subjects

also assist students in choosing their subject areas. Through interviewing upper grade

students, they were not all satisfied with the academic guidance available in the school

concerning communicating with universities for the purposes of registration.

The visiting team assures the mutual respect that prevails in most classes between

teachers and students which has a positive effect on students' performance in classes.

2. Curricular Standards, Quality and Implementation:

The school clarifies that the curriculum meets the student’s physical, social, and

psychological needs for different educational levels, including students with mild special

needs. The school also considers the differentiation between the students during the

preparation of the curriculum. Associated activities and extension activities are prepared

for gifted students. The school also has support strategies for low achievers. The

curriculum is being planned carefully to meet all the educational needs and aspirations of

students and to develop their abilities. The school has extra-curricular activities for

students’ overall development.

The accreditation team supports the school in implementing the British Curriculum that

motivates the students’ learning and meets their educational needs. The curriculum is

aligned with the school’s vision and mission and helps to achieve its learning objectives.

In addition to that, the curriculum helps students to improve their knowledge and skills. It

has also been noticed that the curriculum is age appropriate and provides students with

the adequate qualifications for their future career. The school has provided adequate and

appropriate extracurricular activities for all students that meet their social and

psychological needs. It also provides sufficient resources to implement the curriculum. In

addition to this, the school has started a language support program called “English





27

enrichment program” to raise students’ level in language in order to cope with the

curriculum needs.

The school follows the SEC standards in teaching the Arabic, Islamic and Qatar History

but the school needs to follow up and develop the teaching performance regarding these

curriculums in KS1, 2, 3 and 4 in order to satisfy all students’ needs and ensure effective

implementation for the standards as the school has identified Arabic and Islamic to be

areas of interest in its learning objectives.

3. Learning Environment:

The school states that it provides the resources that help in the effective application of the

curriculum; all the labs and learning resource center are provided with all the resources.

Most of the classrooms are well organized in terms of facilities available including

furniture, display boards, projectors, and white boards. Practical sessions are held at well-

equipped ICT and science labs. The students’ works are also displayed all over in an

organized manner and is updated at regular intervals. Classrooms are well resourced with

a large variety of reading material and a large variety of resources (CD’s, books and

videos) available for teachers to use. Air conditioners are fitted in all the classrooms to

maintain ambient temperatures. Most of the classrooms have big windows to allow high

levels of natural light and facilitate natural ventilation during periods of good weather.

Chairs and tables are suitable according to the age of the students.

The visiting team assures that students’ works have been displayed in a way which

stimulates and encourages students towards achievement especially in foundation stage

and KS1. While it was observed the lack of presenting the students’ works in the rest of

the classes.

It was observed during the team tour that the labs and libraries have been provided with

the sufficient resources for teachers and students, while Arabic and Islamic resources

were are not sufficient for both teachers and students. The labs environment also needs to

be arranged and decorated with students’ works, scientific explanatory posters and

illustrative scientific devices to enhance and motivate students’ learning. Most classes are





28

well lit and ventilated although in some classes ventilation is quite poor due to the large

number of students. It was also noticed that the school’s furniture is appropriate to

students’ age and is in good condition.

4. Assessment:

The school mentions that assessments are matched to subject areas taught, shared with

parents. Teachers give written feedback with targets for improvement. Varied forms of

assessment (formative and summative assessment) are used to draw overall analysis of

School programs. Critical thinking is encouraged amongst students, which is assessed

through higher order assessment questions, essays especially at IGCSE/ AS and A level.

Classroom assessment directly correlates to curricular objectives and check if students

have an understanding of the goals of assessment used.

The school added that students are assessed using standardized testing on a continuous

basis. Students sit internal examinations at the end of each of the three Terms. The

results of continuous assessments and internal examinations are used to indicate progress

for individual students in order that intervention strategies may be employed as required.

The concept and practice of Assessment for Learning, AFL, is employed. Students’ work

is also regularly marked to check on their work and give instant feedback.

The school clarifies that evidence results are analyzed and lead to curriculum change. The

school also points out that there is a need of a system to monitor consistency, i.e. level of

difficulty of assessments. The school added that plans for some stages do not show

plenary where assessment/questioning can be carried out. There is less emphasis on peer

and self-assessment. Curriculum needs to be modified according to the level of the

students.

The assessment policy is displayed in the student’s planner for parents’

acknowledgement.

The visiting team confirms that the school has an evaluation system in place to assess all

subject areas and to enhance the achievement of its learning objectives. Curricular





29

programs are assessed regularly by the head of years, head of subjects and academic

coordinator to ensure better assessment for students’ performance.

The school implements a clear and comprehensive assessment policy and uses suitable

systems to ensure a holistic view of students’ performance such as the traffic light system

which allows staff to identify any change in students’ performance after each assessment.

Teachers do instructional changes and lesson planning modifications when necessary

after analyzing the assessment data.

It was noticed during class observations that most teachers use varied assessment

methods including formative and summative to measure students’ learning towards

specific skills and knowledge.


1. Differentiation by input.

2. Resources for learning including science labs, ICT labs and IT facilities.

3. Extra-curricular activities including trips.

4. Assessment of student progress.

The visiting team approves number 3, 4 as areas of strength, while number 1 and 2 are

considered as growth areas.


1. Mechanism for sharing student data with next teacher.

The visiting team doesn’t consider this point as a growth area as the school has addressed

it and is using the school’s portal for sharing student information. While the team

recommends more areas of growth in chapter 5 of this report.





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STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS

1. Students’ Academic Achievement

The school states that upon enrolment at CISG, children in Years 1-12 take part in an

Entrance Test to assess their ability level, whilst children in KG are interviewed by a KG

teacher. This information is then used to assess whether or not children are admitted into

the school.

Different methods of assessment are practiced in order to meet the needs of each

individual. Teachers understand that different children learn best in different ways and

that planning and assessment must therefore take into account an array of learning styles

within their class and so learning styles are catered for through well-planned activities

and well-resourced learning environments .

The school ensures that all children would be given a ‘Level’ in the Core subjects and a

target for improvement. This would ensure that they would be clear of where they are in

their learning journey and how exactly they are expected to progress to the next level.

CISG also confirms that it adopts frequent methods of assessment to ensure that the

progress of each child is tracked. This involves 3x yearly exams, 3x yearly reports,

continuous assessment marks and homework marks.

In addition, student’s assessments are frequently used to drive higher-order thinking

skills. Teacher’s comments in books and discussions held during plenary and mini-

plenary sessions include critical thinking questions. Assessment is also used to identify

any gifts and talents that children may have. These gifts and talents are nurtured through

involvement in events such as ‘Qatar Debate’ and ‘The Math’s Olympiad’. Frequent field

trips, project work and practical are also aim to foster higher-order thinking skills. In

order to further encourage higher order thinking skills, ‘Bloom’s Taxonomy’ could be

implemented into lesson plans. This could help ensure that children are being encouraged

to move from ‘remembering’ skills to instead ‘creating’ their own ideas.





31

CISG indicates that records spanning 3 years show a clear improvement in academic

standards. These records contain exam marks, continuous assessment marks, homework

marks and subject and form tutor comments. Teachers also keep clear records of

students’ academic achievement, tracking their progress throughout the year.

CISG follows the English National Curriculum and implements internationally

recognized testing systems. Students sit IGCSE exams and AS (and A-Level) exams and

portal records spanning three years show continuous improvements.

Assessment is regularly used to modify and update planning in order to meet the needs of

the children. Both formative and summative assessment is implemented in order to

measure where children are in their learning journey and to see whether they have

achieved specific learning intentions. Continuous assessment records are kept by teachers

from KG to Year 12. The performance of children in lessons and tests is reflected on

frequently, in order to assess whether the children have achieved the learning objective,

or whether they need extra support to understand a concept.

The school indicates that weekly year and subject meetings are held to ensure that the

school uses evaluation results to improve teaching methods and meet learners’ needs.

These meetings focus on what went well and what could be improved next time, in terms

of the planning and resources used, and in terms of student understanding. Assessments

are therefore used frequently to inform and mould future planning. Lessons are also

frequently observed by the Heads of Years, Heads of Subjects, the Academic Coordinator

and the Academic Auditor. This helps to ensure that planning is following the curriculum

and that children are being given the necessary tools to achieve each lesson’s learning.

Students receive termly reports outlining their progress in class. These reports include

continuous assessment marks, exam marks, homework marks and subject and tutor

comments. 5% of the children’s grades also reflect the child’s behavior and participation

in class work. A week after the reports have been distributed, parents have the

opportunity to discuss their child’s progress at termly ‘Parent-Teacher meetings’. This

ensures that any action needed is swiftly carried out. Parents also receive weekly

information about their child through communication in the student Planners. This





32

ensures that each parent is aware of the progress their child is making and of any ways in

which they can help to support their child from home.

During the team’s visit and through reviewing of the school’s documents, it was clear that

the entrance test is applied and marked at the beginning of the year to identify student’s

prior knowledge and level. It was assured that the entrance test is modified and revised to

be relevant to the expected targets for each year group.

Visiting team confirms that the school has a detailed and comprehensive assessment

policy; the continuous assessment is followed in foundation stage and Key Stage 1

through formative assessments like weekly tests, assignments, projects and activities. No

formal exam is conducted at the end of the year. In the upper classes, the students are

assessed using standardized testing on a continuous basis. Students do internal

examinations at the end of each of the three terms. In addition, the school employs

IGCSE and AS external examination with the Cambridge International Examination

Board, CIE.

It was assured, that the continuous assessments and the written tests and curriculum

exercises include higher-order thinking skills. Meanwhile; it was noticed through class

observation that higher-order thinking skills need to be more emphasized in classrooms

activities.

The results of continuous assessments and internal examinations are used to indicate

progress for individual student. Based on the analysis of the students’ academic results

for the last two years, it was clear to the visiting team that students’ performance shows a

clear and continuous improvement in most subjects.

Moreover, the school is able to track student’s results in international tests to measure

progress and to compare student’s performance with other schools in Doha through the

participation in international competitive exams like “PISA, UCMAS ABACU and

Mental Arithmetic International Competitions” and the school’s taking part in the Middle

East Math Challenge 2012.The school has achieved a high level in comparison with other

schools in Doha.





33

CISG is analyzing the assessment’ results to evaluate students’ progress which helps in

making decisions related to continuous improvement. It was assured that analyzing the

assessment’ results lead to modified learning and teaching plans and programs at the end

of the year to be implemented at the beginning of next year which target improvement of

students’ performance. CISG also benefits from the assessment’s results in order to

shuffle the classes to confirm classes of mixed abilities.

The school has recently implemented LMS (Learning Management System) Program in

the school’s portal including comprehensive and varied assignments, worksheets,

different written test with the answers to prepare students for school’s examinations as a

type of question bank.

The school regularly sends out reports to parents with information on student’s overall

performance in each subject. These performance grades encompass both a student’s

academic and behavior level.

2. Care for Different Categories of Student

The school states that it develops plans and programs that explain how to address gifted

students/low achievers and how to care for them, and includes implementation and follow

up procedure. Various categories of programs and tests are planned that care for high

achievers and low achievers as well.

The School declares that it is developing a mechanism for implementing and following

up on plans and programs. Follow up on plans and programs to evaluate the impact,

results, and effectiveness of these plans and programs on students’ performance. CISG is

providing a qualified educational staff to address the various categories. However, it

needs to enroll teachers in appropriate training courses that qualify them to address the

various categories.

CISG ensures that it does not provide records to tracking students with special needs to

measure their progress as it is not a special needs School. The School does not accept

students with identified SEN (Special Education Needs).





34

Students are rewarded with certificates, honoring records, star charts, house points, star of

the week and trophies in the assemblies and on planners.

It was clear for the team that the school is working on plans and programs to address the

different categories of students. The school analyzes the students’ results using the”

traffic light” systems in order to identify the student’ levels. The school supports low

achievers students by implementing Monday/Wednesday Support Lessons for Grade 10

and 11 at 1:15 -2:00 pm while the other grades can join the support lessons in the break

or after school time by the approval of their parents. Moreover; it was confirmed through

meetings, that English easy reading lessons are provided for low achievers in the library.

However; the school needs to provide more supporting programs that address individual

student needs in classrooms to cover maximum numbers of low achievers. On the other

hand, gifted and talented students are involved in the school’s extra-curricular activities,

different competitions and debates. These students had the opportunity to participate in

international competitions like the Mental Middle East competition and Qatar debate.

Through class observations and interviews, it was assured that there is a need for more

training and development for teachers that qualify their differentiated skills in dealing

with various categories of students.

It was also assured that the school rewards the outstanding students to encourage them

such as certificates, star charts, House points, star of the week and trophies. Moreover,

Taleb AL- Khori Scholastic Award is awarded to the top scoring IGCSE.

3. Students Discipline and Behaviour

CISG states that it has a strong behavior policy to support staff in managing behavior,

including the use of rewards and sanctions. In addition, it is carried out with a view to

safeguarding and promoting the welfare of children. The school the school’s policies are

well and clear to the stakeholders through the Gazette and Office Orders. It is well

understood by staff, parents and students, and that it is consistently applied.





35

In addition to this, the behavior and discipline policy outlines processes to manage

student discipline and promote learning, fairness and dignity in an environment free from

disruption, intimidation, harassment, victimization and discrimination. Regulations are

applied consistently and fairly to all students through verbal warnings, penalty points,

detention, and the counselor and PRO maintain records.

CISG acknowledges and rewards student effort and achievement. Student outcomes are

maximized when their efforts and achievements are acknowledged and rewarded.

Appreciation letters, certificates, trophies for best class, smiley pictures and best reader

recognition are in place for promoting good behavior. However, repeated offenses are

noted and appropriate actions like detention, parents undertaking are taken and the

documentation of it is carried across by the PRO’s desk.

The school mentions that mutual respect and a healthy relationship is maintained

between the teachers working together to achieve common goals, providing support to

others and engaging in peaceful resolution of conflict and the students as peers .

Student council members are selected to identify the concerns to promote healthy positive

relationship & behavior. They contribute positively to the safety and wellbeing of

themselves and others.

In addition trips, workshops and assemblies are arranged to encourage positive behavior.

The school plans assemblies to promote student leadership and performance.

It was observed that the school has a comprehensive and detailed behavior policy that is

declared in the school’s portal and gazette and well known to all students, parents and

staff. The visiting team observed the schools’ efforts for enhancing the good values in

students. It was also noticed the student’s commitment to the rules of discipline and

behavior in classes, breaks and while entering and leaving the school. Moreover; during

students’ meetings, the visiting team noticed students’ sense of fairness in implementing

the school’s behavior regulation.





36

Through the interviews and reviewing the student’s behavior records, it was confirmed

that good student behavior is rewarded by appreciation certificates, house points and

having the chance to participate in the school’s assemblies and trips .Whereas; students’

negative behavior is addressed firmly in order to limit and prevent behavioral infractions

through verbal warning, parent’s recall and detention. However, negative behaviors were

rare cases. Moreover; through examining counselor’s documents, it was clear that the

school maintains documented data on students’ behaviors (both positive and negative) to

make sure that the direction of progress is toward achieving the school’s values.

Student’s council and house system are effective school programs to promote students’

positive behavior and dealing with negative behaviors through promoting students to get

house points for their houses by behaving well academically and behaviorally.

It was also clear from students’ interviews, observing students in classrooms and yard,

that the school staff is good role models to students and there is a high sense of mutual

respect between students and their teachers.

4. Student Connectedness

The school states that the support systems are in place to target intervention, referral, and

guidance to students towards academic and career planning. Seminars and training

workshops are also given to students in prop up to academic growth.

Extracurricular activities are provided to develop students’ innate talents and abilities

and to support curricular achievements both in the primary and secondary level.

Assemblies which showcase students’ talents and achievements are done which motivate

and encourage the students to be more responsible and develop their self-esteem and

character and ethical development. Educational trips are in place which promotes good

behavior and bring out students’ latent talents.

Gazette is issued weekly and is made available to students which show students

involvement, interests, effectiveness and positive outlook. Students are empowered

through Student Council organization which gives them opportunity to voice out their





37

perception on various facets of the School and events and could make changes as

necessary to promote a positive atmosphere. It is stated that students evaluate the

different programs and activities of the School by giving their comments and suggestions.

They are also given the opportunity to choose the extracurricular activities (ECA) as to

where their interest in.

It was clear that the school has implemented the “traffic light” system that organizes and

analyses assessments’ results which helps in tracking students’ academic performance.

This system is considered as a support system to help students in need for intervention

and referral by sending risk letters to parents indicating the subject areas that their

children need more help in and the teachers to prepare proper class activities and

worksheets to support these students.

It was assured that the school provides variety of extra-curricular activities and programs

to support growth of talents while at the same time support students in meeting the goals

of curricular programs. Extra-curricular activities are implemented regularly on Monday

and Wednesday from 1:15-2:00 pm where the students practice different activities and

competitions that support talented and gifted students and meet the school’s learning

objectives. Through assessing school’s documents, it was clear that the school set an

extra-curricular activities plan that is sent to both teachers and students in order to choose

the activities that are aligned with the curricular programs. “Enrichment language

practice” is a program that is implemented as one of the extra-curricular activities that

target improving listening and speaking skills in English.

Moreover; school’s student council is an effective school’s strategy to nurture self-

esteem, confidence and personal growth through giving the students the chance and

opportunity to voice and give their comments and suggestions concerning the school’s

life. The visiting team observed that the school is keen on communicating with students

through this student’s council and questionnaires.





38

The school regularly evaluates the level of students’ involvement in various school events

and ECA (Extra curriculum Activities). A weekly report is sent to parents about different

school’s events through the weekly gazette. Moreover, it was assured to the visiting team

that although these ECA are optional, most of the schools’ students are involved and

participating at the same.


1. Entrance testing

2. Differentiation in the classroom

3. Assessment of student progress

4. Development of Higher order thinking skills

5. Continually improving academic results

6. Planning, Evaluation and Monitoring

7. Student report Cards and parent feedback

8. Behaviour management

9. Student Connectedness

The visiting team supports the school’s strength areas number 1, 3, 5, 6,7,8,9; meanwhile

the visiting team considers number 2 and 4 as growth areas.


1. Testing Review.

2. Further differentiation.

3. More focus in lessons.

4. Teaching & Learning Policy.

5. CPD more focussed on individual needs.

6. Higher expectations from parents in senior classes

The school has already addressed points 1 and 6 of the growth area and still working on

point no. 4. The team supports the rest of the areas of growth, and recommends more

areas of growth in chapter 5 of this report.





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STANDARD 4: RESOURCES MANAGEMENT

1. Oversight and Staff Distribution

The school states that it recruits teachers who are well qualified as teachers and with

experience from different parts of the world. Applicants are interviewed by the

management team and principal and respective HOS (Head of Subjects) to ensure that the

applicant is suitable. The school declares that there are clear job descriptions for all staff

and the majority of staff is assigned according to their qualifications and experience.

There are allowances for staff with additional responsibilities. Staff promotion policy is

not always transparent. CISG also stated that, the evaluation goes towards salary review

for the forthcoming year, those with high scores receive higher salary increases than

those with lower scores.

The school also indicates that, it tracks and follows up staff absence rigorously. Records

are kept by the PRO. Teachers who are going to be absent are required to inform the

Principal and AP (Assistant Principal) by 6.00 am each morning and send in work for

their classes. The AP arranges cover for all classes affected and staff is informed.

It was clear to the visiting team that the school has a clear recruitment policy, which is

implemented properly to assure human resources’ efficiency. It was assured through staff

interviews and accessing school documents; that responsibilities are distributed on staff

according to their qualifications and experiences. Although, teacher’s mobility is a

challenge to the school, the school started this academic year with full teaching staff.

It was clear also to the visiting team through staff interviews that the school’s promotion

and motivation policy is not clear to all of them. However, it was confirmed that the

school gives rewards on additional responsibilities. The head of subjects/Departments

confirmed that they have received salary increments while the teachers did not receive.





40

It is also confirmed that the school has an effective system for following up on staff

check in and out, lateness and absence. In addition to this; an effective mechanism and

procedure is available at the school for covering teachers’ absence and substitution

classes in a way that guarantees that students are not affected by staff absence.

2. Staff Professional development

The school states that it has a comprehensive Professional Development program that

commences at the beginning of the academic year and continues throughout the whole

year on a regular basis. This program includes both specific and generic development

activities. It is delivered both in-house, jointly with TCS and by external input. Weekly

training sessions are organized for the teachers and opportunities are given for staff to

seek training outside school.

The school also indicates that, Professional Development starts each year with a

comprehensive Induction Program for the new staff held during the week before school

starts and continues throughout the year. Staff evaluation is continuous. There are regular

“Quick Assessments” as well as more detailed assessments that log a member of staff’s

contribution to student’ learning and their contribution to whole-school activities and

management. Classroom observation is carried out on a regular basis by curriculum

leaders and senior staff; this is criteria-referenced. The school mentions that where an

individual’s development need is identified, training and support are provided and on

occasion more specific support is provided and the probationary period is extended.

It was confirmed to the visiting team that the school allocates part of the school budget

for the professional development program. The school’s professional development plan is

based on staff professional needs which are identified through staff self-review forms and

senior management assessment on staff performance. Teachers participate in internal

weekly development program through departments meetings. Some of the teachers

participated in on-line training programs. In addition, the school holds regular staff

meetings with its sister school (TCS) in order to share experiences and skills.





41

Through staff interviews and accessing school document, it was assured that the school is

setting up appropriate development plan and training course for the new staff through the

induction/orientation program that is held at the beginning of the academic year, where

the new staff is involved in the school’s community through scheduled programs.

The school’s teachers have confirmed to the visiting team, that they are satisfied with the

professional development provided by the school.

Moreover; the school follows up and measures the impact of professional development

on staff performance through staff evaluation process and follow up records. This

evaluation is done through the school’s principal, academic coordinator, head of

departments and the governing body of the school through the academic auditor.

However; the school still needs to develop its teachers’ skills regarding using

differentiated / diversified teaching methods especially in the upper classes.

3. Infrastructure, Equipment, material’s distribution, Resources

Availability & Distribution

The school is a two-storey building. It includes an area for kindergarten, primary, and

secondary stages. There are a number of enclosed small hard play areas that are used and

KG soft play area. There is an attached sports hall with changing and bathroom facilities

used for PE, assemblies and other large meetings. There is also a covered training

swimming pool. There is a large grassed field area and hard courts for specialist sports

such as tennis and netball. The school has three purpose built ICT labs, each with

individual PC workstations, interactive whiteboards and printing facilities.

There are two libraries; a senior library and a junior library. The former is quite small

and will need to be expanded as senior student numbers grow. The junior library is

spacious and can accommodate senior students as required. Both libraries are well

stocked and have ICT facilities. Both are staffed by librarians. There is a large purpose

built Art and Design room in secondary and a smaller one in primary with preparation

facilities, design and technology room and music room. Admin facilities include nurse





42

room, book store, uniform store, PRO office, finance office, admin coordinator’s office,

staff workrooms, counselor’s room and other admin and meeting offices. There is also an

office for the Academic Auditor and a Head Office room. There is a prayer room

available after lessons for staff and students.

The school also mentions that good planning is in place to meet the school’s requirement

for facilities and infrastructure. In addition, effective plans for purchasing, managing and

distributing resources also are in place to ensure equal provision of material to both

students and subjects. The school also follows up on the condition of its facilities and

maintains it to be in optimal working condition.

The school mentions that good planning is important to meet the school’s requirement for

facilities and infrastructure. In addition, effective plans for purchasing, managing and

distributing resources should be in place to ensure equal provision of material to both

students and subjects. Moreover, it is important that each School follows up on the

condition of its facilities and maintains it to be in optimal working condition. The school

confirms that, it has very good infrastructure for the students.

The visiting team confirms that the school yard, buildings, facilities and furniture are

appropriate and meets the students’ cultural, educational and physical needs. Moreover,

classrooms and labs are well furnished and appropriate for students’ age. ICT labs are

equipped with enough computers that are connected to the internet. The school has two

libraries; both are fully equipped and contain references, books, educational tools

appropriate to the needs of students, teachers and staff. Qualified librarians are available

for organizing the library and facilitating the teachers and students borrowing process.

However; it was noticed that Arabic and Islamic resources are limited.

It was clear through team observations and examining school’s documents that the school

building is well maintained and cleaned through contracting with specialized companies.





43

Safety and security are cared for in the school by training students and staff on fake

evacuation processes, distributing and maintaining fire extinguishers regularly, and the

availability of the emergency exists. Moreover; the school’s building is guarded by a

number of security personnel to maintain the security and safety for students.

Health care unit is available in the school with two specialized nurses work to take care

of the health aspect during the school day and extra-curricular activities time. It was clear

when visiting this unit that appropriate medicine is available for the students, awareness

of different sickness cases and records for regular follow up and detecting of cafeteria

services.


1. Staff Evaluation.

2. Allowances awarded for additional responsibilities.

3. Job descriptions.

4. Cover for absent teacher.

5. Evacuation Drills.

The team approves all the above areas of strength, except point number 3 which is not

considered as a strength area as the school did not show an evidence for it.

The visiting team’s observations on the school’s areas of growth:

1. Recruitment of teachers and support staff.

2. Transparent salary scales

3. Explore “Supply Teachers”

4. Teacher awards.

5. Review resources provision in certain areas.

6. Evacuation route.

The team supports the above areas of growth except for the third one which is not

considered as growth area. Points 3 and 6 are also not considered as growth areas as the

school has addressed them already.





44

STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIP

1. Parental Involvement and Communication

The school states that it promotes effective communication with parents in different

ways, as for communication on a daily basis, teachers and parents use the Student

Planner. Each student is given a Student Planner, which is required to be brought to

school daily by the students. Parents are encouraged to write any concerns, comments and

requests in the Planner and the teacher responds to the parent’s note accordingly. Parents

often use the Planner to inquire about homework assignments, upcoming events and the

academic progress of the child on a daily basis. Apart from replying to parents’ inquiries,

the teachers use the student’s Planner to inform the parents about their child’s behavioral

issues, incidents, homework assignments, deadline reminders, and academic information

such as lesson plan overviews, memos of various activities and events to be held and

updates on any requested information. Medical incidents and visits to the nurse are also

recorded by the school nurse and teachers in the student’s Planner. The school Vision,

Mission, rules, code of conduct, various policies and other useful information is also

included in the student’s Planner for reference.

Apart from the student’s Planner, the parents are contacted and informed through letters,

SMS’s and phone calls on various incidents. Behavioral issues, late attendance,

absentees, academic issues and warnings are communicated to parents through letters by

the PRO. SMS’s are sent out to parents to inform about parent-teacher meetings,

holidays, appointments and other non-academic announcements such as uniform

availabilities etc. phone calls to parents are made by the PRO to inform them of any

medical emergencies, behavioral issues and appointments with teachers. The Academic

Coordinator keeps records of letters sent to parents with regard to academic issues and

the PRO maintains records of all other letters, SMS’s and phone calls made to parents.





45

The weekly Gazette is available to the parents on the digital campus along with

homework assignments and other academic information. All students are assigned a

username and password to log on to the digital campus in order to access the necessary

information on homework assignments, projects and to access the weekly published

Gazette. The School website provides information on the curriculum, expectations,

academic goals, and other general information on school matters.

The school mentions that parents are given opportunities to participate in school events

and to follow up on their child’s academic levels. As for the school events, different age

groups conduct different activities for parents and the students to participate throughout

the academic year. The Kindergarten department and Years One and Two organize

parents’ introductory evenings during the first two weeks of the new academic year in

order to provide parents the opportunity to meet with their child’s teachers, to discuss any

issues or concerns the parents and teachers share regarding the students and to clarify any

doubts about school procedures. The Kindergarten parents are presented with information

on the curriculum, daily class routines and tips for parents. Parents are also invited to

literacy evening, numeracy evening and creative evening, which provide the parents an

opportunity to see how literacy, numeracy and art and crafts are introduced to the

younger children. Parents are given a feedback form to complete when they attend events.

The Kindergarten parents are invited to the sports day, concert, graduation and prize and

certificate presentation, which allows the parents to see their children exhibit their talents

and achievements.

The school declares that parents are given the opportunity to express their opinions and

suggestions by encouraging them to fill in feedback forms, submit suggestions in

suggestion boxes and feedback on the digital campus. The parents are able to call the

PRO with any compliment, complaint or inquiry. Complaints made to the PRO are sent to

the respective section heads and are dealt with immediately. The parents are also

encouraged to follow up with their child’s academic progress through parent-teacher

meetings and letters. The school states that it sends risk letters to parents indicating the

subject areas their children need more help in. Parents are also sent strategies to help their





46

children improve in weak subject areas. The school declares that it published a Year

Book which gave parents a greater insight into school life.

During the team visit and through reviewing of the school’s documents, it was clear that

the school has varied ways for communicating with parents such as letters, SMS, phone

calls through PRO and the school’s Gazette. In addition, Student Planner and School

Portal are the main effective school’s communication ways for parents in regard to

child’s behavioral issues, incidents, assignments and academic information such as lesson

plan overviews, activities and school’s events. Although, the school communicates its

mission and vision with parents through School Gazette and Student Planner, some

parents are still in need to be more aware of the school’s mission and vision.

It was assured, that the school organizes activities and programs to reinforce parent’s

participation in school life such as the sport day, concerts, graduation day and certificate

presentations where the parents can see their children exhibit their talents and

achievements. CISG organizes an orientation parents meeting at the beginning of the new

academic year of the Kindergarten and KS1 departments to be aware of the most issues

regarding the school life. In addition, the school has invited the parents to the literacy,

numeracy and creative evenings to promote parent’s participations in the school’s

activities. CISG encourages parents to follow up on the academic level by organizing

regular parent meetings to discuss their children reports.

It was clear that the school provides opportunities for parents to discuss their opinions

and suggestions through parent questionnaires and the parent’s feedback in the school’s

website, since the school’s leadership team emphasized their appreciation for parent’s

opinions, suggestions of various schools’ facets, as it was noticed that the school has a

suggestion/complaint box in the school’s main reception for parent’s opinions and

suggestions. Meanwhile parents’ satisfaction about the school is varied and it was clear

that they need more involvement in the school-decision making.





47

2. School Community Partnership

The school states that it promotes effective communication with local community. It has

had a number of guest speakers’ visit in order to enrich students learning and has

benefited from the visits of different universities. The police department has also given

talks informing the students of the necessity of the force and the obligation they are under

to serve the public. Moreover; the students have participated in a number of inter-school

debates, this has developed the students’ inter-personal skills, confidence and helped

them build relationships with students from a number of schools in Qatar. CISG has also

participated in the ‘Middle East Math Challenge’; this has encouraged students to further

their ability in this subject area. Moreover; upper grades students have attended university

open days and some of them shared MUN conferences.

The school indicates that it has taken part in National Day celebrations and sports day

events which have helped to build relationships with the public. Students have been taken

into field trips such as the Islamic Museum, Katara and the Souq giving them a greater

understanding of their culture. Trips to the Taleb farm have given students the

opportunity to experience the world outside the city.

The school mentions also that it has run a cultural fair which allowed businesses to set up

stalls and advertise merchandise. This has aided students who study Business and

Economics in particular. Students had the opportunity to taste the outside world in the

safety of the school setting. CISG is a member of INJAZ which highlights the willingness

of the school to be part of the business world.

Within the Taleb Group of Schools, students have had a number of inter-School

competitions ranging from sport events to debating challenges; staff regularly meets for

the purposes of co-planning, moderation and professional development.

For teachers to gain a greater understanding of the community and its values, the school

mentions that teachers were taken to an educational trip to visit a mosque which many





48

staff attended and enjoyed. This has helped strengthen the school’s relationship with the

community as a whole.

The visiting team supports the school efforts in implementing a strategy to encourage

community involvement in the school’s life as stated above. It was clear that the school

has set up a plan to communicate with various local organizations. This plan includes

specific time allowance for field trips that supports the school’s curriculum like the

Science Club, Museum Islamic Art, Aspire Park, Katara, Qatar Foundation, Taleb farm

and Police departments.

It is assured that the school participates and supports various activities and competitions

like running the cultural fair, attending MUN conference, participating in Taleb inter

schools competitions, and the SEC science fair.

Furthermore, it was confirmed to the visiting team that the school communicates with the

local universities in order to organize introductory meetings for the secondary students.

The school is also communicating with the Supreme Council for Health Statistics

regarding the students who have diabetics.

The school has also communicated with Abu Carpal library that set up a book fair for

three days, for both students and parents. The school benefit from the books sale has been

replaced by books for the school library.

Moreover, it was confirmed through parent’s meetings that some of them have visited the

school as a guest speaker representing various organizations in order to enrich students

learning.





49


1. The school holds major events for example Sports Day, Information Day, Rewards

Day, Literacy day, Parents evenings and Cultural days/events, School website, Parent

evenings, Letters, Portal , Gazette , Recognition Day, Planners ,Parent Handbook.

2. Guests’ talks- members of various organizations visit school examples: Qatar

foundation, police department, Inter-school programs- debates, MUN, cultural fair,

national day celebrations.

The visiting team supports the school in the above areas of strength.

The visiting team’s observations on the school’s areas of growth:

1. The school should work towards building an even better relationship and

involvement of parents by implementing more events and activities.

2. Develop effective marketing strategies that promote further the excellent work of the

school and encourage greater participation by the community.

The visiting team supports the above areas of growth, and recommends one more area of

growth in chapter 5 of this report.





50

CHAPTER 4: SCHOOL WIDE ACTION PLAN

CISG action plan was developed as a part of the Self-Study that focuses on addressing all

the growth areas that the school has discovered and supported from the various standards

analyzed in Chapter 3 of the Self-Study.

The school has identified the followed strategies, personnel responsible, time line, means

to assess the improvement and the means to report for each growth area. Meanwhile,

through reviewing the action plan, it was noticed that the tasks/strategies for each growth

area was identified & mixed up with the resources under the resources heading. In

addition, the mentioned tasks/strategies to achieve the improvements of some of the

growth areas need to be more detailed.

The accreditation team appreciates the immediate school response towards the team’s

recommendations to develop school’s action plan as mentioned below.

School’s action plan as it currently exists garners most of the school’s priorities and

objectives that aligns with the school’s mission and requirements and within its financial

and human capacity. The school has already started implementing some of its priorities

within the expected timeline and still it is following up the achievement of the other tasks

of its action plan. Most of the schools’ stakeholders are involved in implementing its

priorities. However, the school still needs to keep modifying, developing and updating its

action plan based on the results and follow up reports.

Moreover, the school has to consider the visiting team recommendations as indicated in

chapter 5 of this report.





51

The School wide action plan:

School Wide Action Plan - Form 2: The Cambridge International School for Girls, CISG

April 2013 FINAL Nov 2013.

A. Educational Leadership

Growth

Area

Task/

Strategies

Personnel

Responsible

Resources/B

udget Costs Timeline

Means to

Assess

Improvement/

Follow Up

Means to

Report

1. Review

Mission

and

Vision

Staff Meeting

Student

Council

Parent

Committee

GB

Principal –

ALL

stakeholders

School

meetings

patter

Assemblies

time

Other

arranged

meetings

Time

To be started

Term 3 and in

place at start

of Term 1

2013/14

Reports of

meetings

Reviewed

Mission and

Vision in

place

Followed up

with School –

wide

objectives

Report in

Gazette,

website and

Portal

2. Implemen

t this

Action

Plan

See each

Tasks in this

plan for

details

Principal –

All staff and

stakeholders

Itemised

below

Immediately

as each

Action point

Report on

each Action

point

Reports to GB

and

stakeholders

as each

Action Point

3. The six

learning

results

Ensure all

stakeholders

are aware of

these

Principal and

all staff

Classroom

posters

Assemblies

Gazette

Immediately Awareness

review

Increased

levels of

attainment

and

participation.

End of Term

review





52

B. Educational Performance and Learning Environment

Growth Area Task/

Strategies

Personnel

Responsible

Resources/B


Means to

Assess

Improvement/

Follow Up

Means to

Report

1. Set up

mechanis

m for

sharing

student

data

Review

Traffic Lights

software and

ensure it used

and updated

AC, HoS’s.

IT support,

Registrar

New student

data entry –

registrar

training

Term 3 to be

in place by

June 23rd

Traffic lights

working and

Term 3 results

entered

Feedback

from teachers

on usefulness

AC to report

by minutes

and example

2. Academic

outcomes

– learning

standards

Review

external

results at CIE

and internal

results

AC Time and data Beginning of

Term 1

2013/14

Shared data

and actions

resulting from

reviews

Reports from

review

meetings and

actions in

place

3. Class

sizes and

roll

Increased roll

Principal AC

GB

Additional

furniture

100kQR

Replacement

Furniture

200kQR

Jan/Feb 2013 Plan in place

and numbers

with Registrar

Class size

Final data

Sept 2014





53

C. Development and Care for Learners

Growth Area Task/

Strategies

Personnel

Responsible

Resources/B

udget Costs

Timeline Means to

Assess

Improvement/

Follow Up

Means to

Report

1. Review

Entrance

tests and

registration

procedures

2. Review

testing

procedure

Write new

entrance tests

, mark

schemes,

Review on-

line testing -

CAT’s

New

Procedures

for

Registration

written and

strict

application

AC, HoS’s,

HoKG

Principal to

inform with

students and

staff and GB

Tests and

mark schemes

Samples

received

On line

testing with

implications

in Budget – to

be agreed

possibly

100kQR

Already in

place

Started

review,

complete May

2013

Assess results

of testing

Evaluate

feedback and

scores

AC and

Registrar to

report during

and at end of

Registration

process

On line

reports of test

scores and

report from

staff

evaluating the

testing

3. Differentiat

ion in

lesson

plans

Teacher

training

AC, HoS’s Training time

Possible

employ

outside - cpd

budget

Start May

2013 and

have fully in

place for Sept

2013

Lesson

observations

and camera

monitoring

reports from

HoS’s

Weekly e-

review

4. Higher

order

thinking

skills

identified

in lesson

plans

Teacher

training

AC, HoS’s Training time

Possible

employ

outside - cpd

budget

Start May

2013 and

have fully in

place for Sept

2013

Lesson

observations

and camera

monitoring

reports from

HoS’s

Weekly e-

review

5. Establish a

Teaching

and

Learning

Committee.

Through

HoS’s

AC

Training, and

frequent

meeting

Meeting time

May 2013

For whole

school

implementatio

n Sept 2014

Clear

guidelines for

teachers

Teachers talk

“learning”,

T&L Policy

agreed and

written

Included in

Staff





54


Growth Area Task/

Strategies

Personnel

Responsible

Resources/B

udget Costs

Timeline Means to

Assess

Improvement/

Follow Up

Means to

Report

6. Set up a

whole

school

T&L policy

Volunteers

and those

chosen. AC

to chair

then time to

share with all

staff

Policy agreed

and published

for staff

induction

(August 2014

or after – new

staff)

not “teaching”

Improved

academic

standards –

Termly and

annual

reviews

Induction

programme or

subsequent

training

Monitored via

lesson

observations

7. Review cpd

provision

for

2013/14,

based on

school and

individual

needs

8. Individual

staff cpd

portfolios

created –

on line?

Identify

School needs

through the

Action Plan

Lesson

observation

reports

Staff

questionnaire

Identify

individual

needs

Principal, AC,

Ap, HoKG,

Head of

Arabic – SLT

AP, AA

Cpd budget

each year

60kQR

Observation

and

questionnaire

May 2013

New staff

Induction

week, August

2014.

Portfolios in

place in Sept

2014

Programme of

cpd published

Include

outside

provision and

joint schools

provision

with trainers

identified

Portfolio will

contain results

of

Questionnaire

and needs

identified by

the school for

individuals,

agreed by AP

Each

individual has

a “working”

portfolio

Outcome,

better trained

SLT report on

initial

findings

Cpd plan in

place

Portfolios in

place





55


Growth Area Task/

Strategies

Personnel

Responsible

Resources/B

udget Costs

Timeline Means to

Assess

Improvement/

Follow Up

Means to

Report

and skilled

staff and

higher

learning

standards for

students

9. Increase

the

expectation

s of parents

of senior

students

Parent

information

evening on

IGCSE and

AS/A level –

What Next?

Teachers kept

up to date by

HoS

Careers fairs,

visits etc.

Principal, - all

teachers of

senior

students, HoS

Counsellor -

careers

Programme of

visits,

speakers and

information

delivered

Sept 2014.

New Year.

Parents and

students

informed/awa

re of the

requirements

and standard

and the

potential of

their

daughters

Also the

grades

interpretation

and

requirements

for future

needs

Principals

presentation

Parent

feedback

Student

feedback

Teachers

feedback

reports





56

D. Resources Management

Growth Area Task/

Strategies

Personnel

Responsible

Resources/B


Means to

Assess

Improvement/

Follow Up

Means to

Report

1. Staff

recruitmen

t

Needs analysis

Staff intentions

review/contract

s

Applicants –

from adverts

and agency as

well as word of

mouth

Interview days

– UK, Kenya,

Philippines etc

Principal, GB

Other staff as

required to

interview

Recruitment

Budget

and salary

levels with

levelling for

existing staff

and annual

increase.

Staff

Accommodati

on refurb –

1.0millionQR

depending of

fees and

student

numbers

December

2012

April 2013

January 2013

– on

Completed

and fully

staffed July

2013

Regular

reviews on

progress and

changes of

needs due to

any staffing

changes or

other

curricular

changes

School fully

staffed at

opening in

Sept 2013

2. Salary

reviews

and scales

Fee scales

dependant

Ministry

decisions in

May 2013

Recommendati

ons from Staff

Evaluations

used to guide

salary levels

and any

increases.

Satff informed

after Fees

announcements

GB, Principal,

AC

Increased

outgoings to

be balanced

by income

Fee

announcemen

t from

Ministry May

2013

Numbers on

roll Sept 2014

2013/2014

salary levels

in place and

any scales

agreed

published

Published

scales/Office

Order





57


Growth Area Task/

Strategies

Personnel

Responsible

Resources/B


Means to

Assess

Improvement/

Follow Up

Means to

Report

3. “Supply”

teachers New agencies

are staring to

appear in Doha

– explore.

GB, Principal,

AP,others

Cover Budget

= 2ft average

UK teacher

Or teachers

with non-

contact time

of 26 and less

lessons to

cover.

>26 to be paid

additional

monies

September

2013 if

agencies are

functioning

Supply

teachers

available for

staff absence

when absence

is known and

approved

beforehand

Less cover for

planned

absence

Need Office

Order to

manage

within clear

rules, if it is a

feasible

project

4. Teacher

Awards Teacher of the

month

Teacher of the

activity.... etc

Scheme to be in

place

AP, GB Budget –

small but

published

September

2013, IF

agreed or as

soon as

agreed

Numbers of

activities and

success in

them

increases.

Need Office

Order to

manage

within clear

rules, if it is a

feasible

project

5. Resources

in

identified

areas

Seek from

subject and

other areas

through CALS

any outstanding

needs and needs

for 2013/14

Note as Y12

may leave,

redistribute post

16 resources to

other schools

and combine

Library

resource

Admin,

Principal and

GB

Sc labs

resources

50kQR

depending on

numbers

Library

Resources up

to

100kQRdepen

dingon

classes- no

Y12

PE resources

– Swimming

May 2013 for

September

2014 use

At least

Adequate

resources in

all areas of

the

curriculum

All areas to

produce

report on

resources

now, needed

and received

- report due

May 1st 2013

All areas to

produce a

report on the

use of any

new resources

gained in Sept

2013 - report





58


Growth Area Task/

Strategies

Personnel

Responsible

Resources/B


Means to

Assess

Improvement/

Follow Up

Means to

Report

pool upgrade

Additional

Projectors and

Smart Boards

– 100kQR

(Done)

due October

2013

6. Evacuation

Route Review

feedback from

Fire Practices

and review the

Evacuation plan

Label exits and

routes in

accordance.

Admin staff.

ADC

Fire Practice

on regular

basis

Additional

Security

cameras –

200kQR – if

identified

need

May 2013 New

Procedures on

display and

Practice

completed

Feedback

forms on

Practice

reflect

changes

Fire Practice

Notebook





59

E. Parental Involvement and communication

Growth Area Task/

Strategies

Personnel

Responsible

Resources/B


Means to

Assess

Improvement/

Follow Up

Means to

Report

1. Promote

Parent

Committee

and

involvement

Parent

Committee

meetings

regularly

Coffee

mornings and

other parent

functions

Reading

helpers, etc

All Staff, GB New parent

committee

Now

September

2013

Review

progress of

increased

effort by the

school

Parent

satisfaction

survey

2. Review the

marketing of

the school

and its

activities and

achievements

Marketing

discussions at

HO established

Principal

All Staff,

Small

committee

established to

effect this

both

internally and

externally

Registration

numbers

September

2013 to be

active

Greater public

awareness and

greater input

from

stakeholders

into school

Log ALL

interactions

with visitors,

press etc

3. Understandin

g the “me”

learning

result

Helping

student,

teachers and

parents to

understand the

personal

development

opportunities of

their children

Principal,

senior staff

Gazette,

parent

information

meetings,

Parent

committee

On going Assemblies

and questions

to students,

what is ‘Me”

in the learning

results

Assess

number of

student

involved in

additional

activities and

quality.





60

Chapter 5: Visiting Team Commendations & Recommendations

The suggested visiting team commendations and recommendations were derived based

on varied evidence provided through analyzing the school self-study before the school

visit, and further by meetings with all involved stakeholders, reviewing the school

documents, classroom observations, and the team’s overall observations during the

school visit which took place from November 24th

to November 28th

of 2013.

Standard 1: Educational Leadership

A) Commendations:

The school mission, vision and objectives support a healthy and safe environment

for students.

Positive impact of the school’s mission and vision on students’ behaviour.

The school mission, vision and objectives are reflected through teaching quality in

foundation stage.

Mechanisms that are in place to facilitate communication among staff.

The effective involvement of the school’s governing body in the school’s

community.

The effective systems that are in place for monitoring and following up on

students’ performance.

The quality assurance systems that are in place for school efficiency in general.

B) Recommendations:

The team supports the school to continue working on and updating the school’s

action plan based on the results and follow up reports.

The school needs to have clear procedures to enable it measure its own success in

implementing its mission and objectives.

The school to establish and implement effective procedures to make sure that its

learning objectives are addressed to all of its students equally.

More involvement of all stakeholders in decision making.





61

Standard 2: Methods & Teaching Pedagogy

A) Commendations:

The extracurricular activities that support the curriculum.

The implementation of a solid curriculum that is aligned with the school’s

mission, vision and learning outcomes.

Continuous assessment of student progress.

The positive relationships between teachers and students.

Attractive and supportive learning environment in foundation stage and KS1.

The educational e-resources that have been implemented through the ''LMS"

system.

B) Recommendations:

Adopting differentiated and varied teaching methods clarifying them in all school

lesson plans.

Following up and developing the learning and teaching process in the Arabic

department.

Students’ work and achievements to be displayed in KS3 and KS4 classes.

More Arabic / Islamic studies resources to be provided in the school’s library.

Standard 3: Development and Care for Learners

A) Commendations:

Utilizing the assessment results to assess students’ progress.

Students’ performance shows evident and continuous improvement in content

areas over successive periods.

The school participates in international competitive exams and track students’

results to measure students’ performance.

Variety of extra-curricular activities and programs, supporting student

connectedness in meeting the goals of curricular activities.

Students Commitment to the rules of discipline and behaviour in school.

School’s reward system for outstanding students and students with various

accomplishments.





62

B) Recommendations:

Enrol teachers in more appropriate training courses that qualify them to address

the various categories.

Providing more effective support programs for low achievers.

Standard 4: Resources Management

A) Commendations:

Covering teachers’ absenteeism system in place that doesn’t affect the learning

process.

Availability of the e-resources system that supports the teaching and learning

process.

Safety, security and healthcare are carried in the school facilities.

B) Recommendations:

The promotion policy needs to be cleared to all staff.

Standard 5: Parental Involvement and Communication

A) Commendations:

The relationships the school holds with the local community.

B) Recommendations:

The school has to provide opportunities for parents to discuss their opinions

before making important decisions.

cambridge international school for girls school · qatar national school accreditation (qnsa) s...

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