inspection handbook 2010 2011 eng
TRANSCRIPT
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InspectionHandbook
2010 - 2011
Dubai Schools Inspection Bureau
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Inspection Handbook
2010 - 2011
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CONTENTS
Section 11.1 The purpose o the handbook ...................................................................................... 1
1.2 Foreword ........................................................................................................................................... 3
Section 22.1 Introduction.................................................................................................................................... 5
2.2 Quality promise.......................................................................................................................... 5
2.3 School sel-evaluation ......................................................................................................... 6
2.4 Code o conduct or inspectors .................................................................................... 6
2.5 Complaints ...................................................................................................................................... 7
2.6 Quality reviews........................................................................................................................... 7
Section 33.1 Framework o quality indicators ................................................................................ 9
Appendix 1Mission, vision, values and strategic objectives
o the Dubai Schools Inspection Bureau ................................................................... 59
Appendix 2Sel-evaluation ................................................................................................................................. 62
Appendix 3Plain language guide to the quality indicators..................................................67
DSIB quality indicators ............................................................................................................... 69
Glossary ................................................................................................................................................... 73
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1
Section 1
1.1 The purpose o the handbookThe handbook is published to provide clear inormation or parents, school colleagues andthe wider public about inspections in Dubai.
We want to explain how our inspections work so that everyone involved understands whatwe are trying to achieve.
The handbook contains the criteria schools will use as they begin the process o evaluatingtheir own work.
It also gives guidelines or school inspectors to support them in their task or the comingyear.
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1.2 ForewordDubai Schools Inspection Bureau has completed two years o inspection, continuing ourjourney in improving the quality o education we can oer our children and young people.
As we embark on the third year o inspections, our ramework o quality indicators continuesto respond to the inuence o stakeholders including school colleagues and parents.
This year we have three themes which we have given greater prominence in the qualityindicators.
The frst is in response to concern about the health o young people in Dubai. Schoolsin Dubai have a shared responsibility with parents to promote healthy living and inormyoung people about the importance o making healthy choices in their lives. The 2010-2011
ramework will require schools to review the arrangements they have in place to encouragea positive approach to health education.
The second relates to children and students with special educational needs. A orward-looking education system will ensure the successul inclusion and acceptance o all children.For this reason, the quality indicator reviewing the support or students requires a closereview o provision or those students with special educational needs.
Thirdly, in our aim to improve the quality o education or all students, it is essential that
we are both inward and outward looking. We should look to the achievement o studentsaround the world and strive towards the highest standards or all o our young people.Consequently, when our inspectors look at attainment and progress, they will evaluate theachievements o students against the curriculum standards ollowed by each school andalso against international standards. International standards are the academic expectationsarising rom international comparative studies such as the Programme or InternationalStudent Assessment (PISA), Trends in Mathematics and Science Study (TIMSS) and Progressin International Reading Literacy Study (PIRLS).
This year Dubai Schools Inspection Bureau will also publish a sel-evaluation tool to assist
schools in their work. This on-line resource is intended to provide support and guidanceto schools in order to acilitate rigorous and systematic sel-evaluation. In this way wetrust that schools can work in partnership with inspectors in bringing about the desiredimprovements.
We thank you all or your support in our eorts to achieve a good and reliable reputation orDubais schools. We seek to ensure that our schools are successul and that they are placeswhere we are happy or our children to spend some o the most important years o theirlives.
Jameela Al MuhairiChie, Dubai Schools Inspection Bureau
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Section 2
2.1 IntroductionThe guidance in this handbook is intended to ensure that inspections are o the highestquality and that the judgements inspectors make about schools are air, rigorous andconsistent.
All inspections should conorm to the standards stipulated in the ollowing quality promise,which is derived rom the values set out by the Dubai Schools Inspection Bureau (DSIB).
2.2 Quality promise
In every inspection sufcient valid and reliable evidence will secure the judgementsmade about the standards achieved and the strengths and weaknesses in theteaching and other aspects o educational provision.
Each schools strengths and the areas where it needs to improve its perormancewill be clearly identifed and reported.
Inspectors will establish eective working relationships with the sta o everyschool, based on proessionalism, sensitivity and an understanding o their concernsand the circumstances in which they work.
Inspections will be well planned and eectively managed.
Through its communications with schools, DSIB will make every eort to ensure aclear and shared understanding o what is involved at each stage o the inspectionprocess.
Inspectors will readily explore issues through proessional dialogue with the stao schools based on the schools sel-evaluation.
Feedback to school sta and governing bodies, given orally and in writing, will beclear and unambiguous.
Inspectors will aim to leave the sta o each school eeling that they have gained romthe experience o inspection. Those involved in running schools should recognise thethoroughness o the evidence base as well as understand and respect the judgements thatemerge. The entire school community should believe that the inspection has provided avaluable contribution to its strategy or improvement.
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2.3 School sel-evaluation
DSIB is committed to promoting sel-evaluation as a key aspect o the work o schools.Monitoring and evaluation provide essential inormation or setting priorities and planning
urther improvement.
Following international good practice in school inspections, DSIB places frm emphasis on therole o sel-evaluation in line with the schools growing amiliarity and confdence with theprocesses o sel-evaluation and improvement planning. This inspection handbook shouldbe an important tool or schools to use as part o their own sel-evaluation procedures.
The eectiveness o school sel-evaluation will play an increasingly important part in regularschool inspections. Over time, schools will be encouraged to align their sel-evaluation
with the quality indicators in this and subsequent handbooks. The schools sel-evaluationrecords will become a key part in the evidence gathering as part o the preparation orinspection by DSIB.
The quality o the schools action plan, written in response to the inspection teamsrecommendations, and the extent to which its actions have been implemented will bekey indicators o the eectiveness o school sel-evaluation. With well developed sel-evaluation systems which permeate all levels o the school management, schools will beable to identiy their strengths and weaknesses independently. This will speed the progressalong a journey o continuous improvement independent o the regular school inspections.
2.4 Code o conduct or inspectors
Inspectors must not only arrive at air and accurate judgements about schools, but theymust also conduct inspections proessionally.
Any assessment o proessional competence can cause anxiety, and inspection is no exceptionto this. Inspectors will treat all the people they encounter as part o the inspection process
with interest, courtesy and respect. The right o entry into schools is a privilege.
Inspectors will uphold the highest proessional standards in their work and ensure that staand students are treated airly and that schools beneft rom the experience o inspection. Theprocess will be transparent and carried out openly with the outcomes clearly communicatedto all parties. The standards expected or inspectors are set out in the DSIB Code o Conductor Inspectors.
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School inspectors are expected to:
make their evaluations objectively, be impartial and have no connection with theschool that could undermine their objectivity;
present an accurate, honest, air and reliable report o what the school achievesand does;
carry out all work with integrity, treating all those they meet with courtesy andsensitivity;
do all that they can to allay worry or anxiety throughout the inspection process;
act with the best interests and well-being o students and school sta in mind;
maintain purposeul and productive relationships and dialogue with those being
evaluated and communicate outcomes clearly;
respect the confdentiality o inormation.
Eective inspections are those which schools regard as air, rigorous and helpul and takeaccount o the schools sel-evaluation. I schools respect and value the quality o inspectionsthey will be more likely to accept and make use o the fndings to help them improve.
2.5 Complaints
DSIB will investigate any complaints raised by schools in relation to the inspectors code oconduct, the inspection judgements, and the quality and content o the report.
Complaints about the code o conduct and judgements must be received withinone week o the end o the period o inspection in school.
Complaints about the quality and content o the report must be received withinone week o the school receiving the drat report.
All complaints must be made in writing and addressed to the Chie, Dubai Schools InspectionBureau. DSIB will respond to complaints within one week o receiving them.
2.6 Quality reviews
The Knowledge and Human Development Authority (KHDA) may, at any time, carry out areview o the quality o an inspection and the outcomes. The purpose o the quality reviewswill be to check the reliability o judgements and any issues relating to the code o conduct.This may involve a small team o inspectors visiting a school ater the school-based part o
the inspection. This will be in addition to the routine quality assurance processes used byDSIB.
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Section 3
3.1 Framework o Quality Indicators
Introduction
This set o quality indicators has been developed rom those o the previous two years and
ollowing urther consultation.
Quality indicators are at the heart o most eective inspection systems worldwide. They
provide a ramework within which inspectors make judgements on the basis o evidence o
observed practice. They serve a number o purposes:
Indicators create a vocabulary or a conversation with, and between, schools aboutthe key purposes o schooling and the key determinants o educational success;
The highest level statements provide schools with a description o educationalexcellence to which schools can aspire;
The lowest level statements provide schools with a clear understanding o levelso provision that are considered unacceptable and must be improved;
The indicators can be used by schools or sel-evaluation purposes, and can belinked to school improvement through eective development planning;
The use o a common set o indicators encourages consistency in judgements acrossdierent inspection teams; inspectors base their judgements on the evidence othe practice they actually observe, rather than with reerence to set norms or byemploying relative ratings;
The publication o inspection quality indicators enables schools to see inspectionas a transparent process.
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School inspections are structured around seven key questions:
1. How good are the students attainment and progress?
2. How good is the students personal and social development?
3. How good are the teaching and learning?
4. How well does the curriculum meet the educational needs o all students?
5. How well does the school protect and support students?
6.How good are the leadership and management o the school?
7.How well does the school perorm overall?
One section in the inspection report on every school will set out the inspectorsrecommendations or what the school needs to do to improve urther.
The choice o indicators is based on research into school eectiveness. While there arelegitimate disagreements about some aspects o the purpose o schooling, there is analmost universal consensus that an eective school will seek to secure the best possibleacademic or cognitive outcomes, while also enabling students to thrive in terms o personaldevelopment, interpersonal skills and the aective side o human development.
These two key outcomes progress and personal development are the measure o schooleectiveness and orm the basis or the frst two sets o indicators. The next our indicatorsocus on what the research tells us about the most powerul actors determining schooleectiveness: purposeul teaching and learning, an appropriate and challenging curriculum,pastoral care and leadership. The indicators conclude with a fnal question involving anoverall judgement o school eectiveness.
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Inspectors will make judgements using a our-point scale. The our levels on
the scale are defned as ollows:
Outstanding quality exceptionally high quality o perormance or practice.
Good quality the expected level or every school in Dubai.
Acceptable the minimum level o quality required or Dubai. All key aspects operormance and practice in every school should meet or exceed this level.
Unsatisactory quality not yet at the level acceptable or schools in Dubai. Schoolswill be expected to take urgent measures to improve the quality o any aspect otheir perormance or practice that is judged at this level.
Consistency in quantitative terminology
The ollowing terms are used consistently throughout the indicators with the ollowing defnitions:
All 100% or very close
Almost all 90% and more
Most more than three quarters but less than 90%
Majority more than hal but less than three quarters
Minority more than 15% but less than hal
Few up to about 15%
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1. How good are the students attainment and progress?
Inspectors will make evaluations on the basis o the evidence they gather in relation to eachsignifcant age group in the school, taking into account the students ages and scaling their
expectations accordingly. Inspectors will take account o any signifcant variations in theperormance o dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.
The descriptors will be applied to certain key subjects:
Islamic Education (or Muslim students)
Arabic as a frst language and Arabic as a second language
English
The language used or teaching and learning, where it is not Arabic or English
Mathematics
Science
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1.1 Attainment in each key subject in relation to international standards
Key aspects Attainment in school-based tests and against external and appropriate international
standards
Knowledge, skills and understanding in each key subject
Trends in attainment over time
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
In school-based tests
and the external
examinations used
by the school, most
students attain
consistently high
levels that are
above international
standards.
In lessons and in
their recent work,
most students
demonstrate
consistently
high levels o
knowledge, skills
and understanding
that are above
international
standards.
Most students
attainment in
external tests
and examinations
has been above
international
standards or
consistently
improving over time.
In school-based tests
and the external
examinations used
by the school, the
majority o students
attain levels that are
above international
standards.
In lessons and
in their recent
work, the majority
o students
demonstrate levels
o knowledge, skills
and understanding
that are above
international
standards.
The attainment
o the majority
o students in
external tests
and examinations
has been above
international
standards or
improving over time.
In school-based tests
and the external
examinations used
by the school, most
students attain
levels that are in
line with curriculum
and international
standards.
In lessons and in
their recent work,
most students
demonstrate levels
o knowledge, skills
and understanding
that are in line
with curriculum
and international
standards.
Attainment in
external tests and
examinations is
consistently in line
with curriculum
and international
standards or varies
rom year to year.
In school-based tests
and the external
examinations used
by the school, less
than three-quarters
o the students
attain levels that
are at least in line
with curriculum
standards.
In lessons and in
their recent work,
less than three-
quarters o students
demonstrate levels
o knowledge, skills
and understanding
that are at least in
line with curriculum
standards.
There are signifcant
gaps in students
knowledge and
weaknesses in their
understanding.
Attainment in
external tests and
examinations varies
rom year to year
or is consistently
below curriculum
standards.
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Quality o attainment illustrated below would be evaluated as outstanding.
Using external and other appropriate benchmarks, students results, at all ages, are above international
standards.
Most students demonstrate high levels o knowledge and understanding shown in the consistently very
high quality o their work, above international standards.
The school has, over a number o years, raised attainment and/or maintained consistently high standards
o attainment or students.
Quality o attainment illustrated below would be evaluated as acceptable.
In relation to benchmarks used by the school, most students test and external examination results are at
least in line with curriculum and international standards.
Most students demonstrate knowledge, skills and understanding in the key subjects, in line with curriculumand international standards.
There may be variation rom year to year in external test results but, overall, students attainment is
broadly in line with curriculum and international standards.
USEFUL DEFINITIONS :
ATTAINMENT: The level students reach, usually measured by reerence to benchmarks, such as
test and examination results.
INTERNATIONAL STANDARDS: Academic expectations arising rom international comparativestudies, such as the Programme or International Student Assessment (PISA), Trends inMathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study(PIRLS).
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1.2 Progress over time
Key aspects Progress against starting points and over time
Suitability o expected levels
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
Assessment
inormation indicates
that most students,
including those with
special educational
needs, consistently
make much better
than expectedprogress in relation
to their starting
points.
Assessment
inormation indicates
that most students,
including those with
special educational
needs, make better
than expected
progress in relationto their starting
points.
Assessment
inormation indicates
that most students,
including those with
special educational
needs, make the
expected progress
in relation to theirstarting points.
Assessment
inormation indicates
that less than three
quarters o the
students make the
expected progress
rom their starting
points.
Quality o progress illustrated below would be evaluated as outstanding.
Assessment inormation shows that, in relation to their assessed starting points, students reach much
higher levels o attainment than predicted.
Most students make signifcant gains in their knowledge, skills and understanding. They make links
between subject areas demonstrating high levels o competence and applying their skills successully in
unamiliar learning contexts.
Quality o progress illustrated below would be evaluated as acceptable.
Assessment inormation indicates that most students make expected progress in relation to their starting
points.
Most students make acceptable gains in knowledge, skills and understanding. However, only a ew students
make links to prior knowledge and lack confdence in applying their skills in unamiliar contexts.
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Attainment and progress are unlikely to be o acceptable quality i any o the
ollowing apply;
Students are working at a level well below what is expected or their age.
The rate o students progress is too slow and a signifcant minority o students donot make the progress o which they are capable.
Very ew students are able to apply their skills and knowledge in unamiliar
contexts.
USEFUL DEFINITION:
PROGRESS: The gains in learning made between two points in time. Students may makeunsatisactory, acceptable, good or outstanding gains in relation to their starting points.
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2. How good is the students personal and social development?
Inspectors will make evaluations on the basis o the evidence they gather in relation to each
signifcant age group in the school, taking into account the students ages and scaling theirexpectations accordingly. Inspectors will take account o any signifcant variations in thedevelopment o dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.
2.1 Attitudes and behaviour
Key aspects Observed attitudes and behaviour o students in and about the school
Studentsta relationships
Attendance
Punctuality
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
Students are
sel-disciplined,
respond very well to
adults and resolve
difculties in mature
ways.
Students
demonstrate
excellent
understanding
o healthy living.
Where possible, they
make appropriate
choices about their
own health and
ftness. They initiate
and/or take part
in activities which
promote healthy
living.
Attendance or each
semester or term
is at least 98%.
Students always
arrive at school and
to lessons on time.
Good behaviour
and relationships
prevail throughout
the school. Students
exercise sel-control.
Students
demonstrate positive
attitudes towards
healthy living and
ollow the schools
advice on keeping ft
and healthy.
Attendance or each
semester or term is
at least 96%. Almost
all students arrive
in good time or
lessons and at the
start o the day.
Behaviour and
relationships are
acceptable. Rules
are respected. The
school is orderly and
sae.
Students generally
ollow the schools
advice on eating
healthily and taking
exercise.
Attendance or each
semester or term
is at least 92%. All
but a ew students
arrive in good time
or lessons and at
the start o the day.
The poor behaviour
o a ew students
disrupts lessons
and/or causes
difculties around
the school.
Students
demonstrate poor
understanding o
healthy living and
take little heed o
the schools advice
on how to keep ft
and stay healthy.
Attendance or each
semester or term is
less than 92%.
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The quality o students attitudes and behaviour illustrated below would be
evaluated as outstanding.
Students attitudes to work and to others result in excellent standards o behaviour. Students are sel-
disciplined, respond very well to their peers and adults and resolve difculties in mature ways. Almost allstudents are making very good progress in the development o sel-regard and sel-confdence. Students
show independence o mind and co-operate well with others, including those with special needs, both
socially and in their school work. Their behaviour and social relationships show genuine concern or and
tolerance o others. Students have a strong commitment to ollowing a healthy liestyle. They show
responsibility by explaining the reasons or, and encouraging others in, making healthy eating choices and
taking regular exercise.
Students enjoy excellent relationships with sta. Students report that they eel sae, valued and supported
and this, in turn, leads to eective relationships amongst students.
Levels o attendance are at least 98%. Students are punctual in arriving at school and or lessons throughout
the school day. Students are aware o the need or good attendance, recognising the link between their
attendance and achievement.
The quality o students attitudes and behaviour illustrated below would be
evaluated as acceptable.
Students behaviour and relationships are inclusive and respectul. Rules and values are clearly stated
and understood. Consequently, the school is a sae and orderly environment or all students. Students
understand the reasons or making healthy eating choices and taking exercise and, in general, ollow the
advice available.
Student-sta relationships are based upon mutual respect, they are productive and afrming. The students
co-operate well with others and report that they eel sae, valued and supported by sta in the school.
Attendance is at least 92% and students are punctual.
Students attitudes and behaviour are unlikely to be acceptable i;
There is any bullying or intimidation and lessons are disrupted by students.
Students show little respect or teachers or peers.
Students regularly disregard the advice they are given about their well-being.
In social areas and around the school students do not eel sae.
Learning and teaching time is compromised through poor time keeping.
Attendance or each semester or term is less than 92%.
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2.2 Students civic understanding, their understanding o Islam and their
appreciation o local traditions and culture
Key aspects Students civic responsibility
Students respect or and their appreciation and understanding o Islam
Students appreciation o local traditions and cultures in the context o Dubais
multi-cultural society
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
Students
demonstrate a
highly pro-active
approach to
their roles and
responsibilities
as members o a
community both
in and out o
school. They readily
assume positions o
responsibility.
They demonstrate
an excellent
understanding o
Islam and its impact
on contemporary
society in Dubai and
the wider world.
They respect and
appreciate Islamic
traditions, heritage
and values.
Almost all students
have an excellent
understanding and
appreciation o the
multi-cultural nature
o Dubai and the
national identity o
the UAE.
Students understand
their responsibilities
as members o a
wider community.
They take on
positions o
responsibility in the
school.
They understand
and reect on the
importance o Islam
in contemporary
society.
They appreciate the
multi-cultural nature
o Dubai and value
the UAE national
identity.
Students are
aware o their
responsibilities as
part o a larger
community.
They have a basic
knowledge o Islam
in Dubai and the
wider world.
They appreciate
the contribution o
local traditions and
cultures to Dubais
multi-cultural
society.
Students have little
or no awareness o
their responsibilities
as part o the school
community.
They have only
a superfcial
awareness o Islam.
They do not
appreciate local
traditions and
cultures or multi-
culturalism.
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Quality o civic understanding, understanding o Islam and local traditions and
culture illustrated below would be evaluated as outstanding.
Students are responsible and contribute actively to the lie o the school and the wider community. In
school and in their classes, students demonstrate maturity, high levels o independence and show respect
and consideration or the needs o others including those with disabilities. They undertake responsibilities
in school through well judged and planned systems. The students show care and consideration or others
and develop the skills o active citizenship. Students civic understanding is evident across all aspects o
the curriculum.
Students demonstrate a very good understanding o Islam. They understand the relevance and impact o
Islam on contemporary society in Dubai and reect upon key messages in relation to their own lives and
experiences. Where appropriate, students diligently put into practice what they learn rom studying Islam
and show their understanding o Islam in practical actions.
Almost all students understand and appreciate the multi-cultural nature o society in Dubai. Theydemonstrate a mature grasp o cultural diversity. Traditions and local heritage are well known and
understood by students who recognise their importance, relevance and value to people in the UAE.
Quality o civic understanding, understanding o Islam and local traditions and
culture illustrated below would be evaluated as acceptable.
Students contribute to the lie o the school and the wider community through planned responsibilities.
They understand their roles as citizens although there may be a limited range o opportunities in school
to do so. In school and in their classes, students show respect and consideration or the needs o others
including those with disabilities.
Students demonstrate a basic level o understanding o Islam. They have a secure understanding o the
relevance and impact o Islam on contemporary society in Dubai but need support to apply key messages
to their own lives and experiences. Where appropriate, students put into practice what they learn rom
studying Islam and show their understanding o their aith in practical actions.
Most students demonstrate an age appropriate understanding o the multi-cultural nature o society in
Dubai. They know about their culture and identity. However, their understanding may be in isolation rom
other work or experiences and students may require support to appreciate the meaning and relevance.
Local traditions and heritage are known and understood by students who recognise their value to people
o the UAE.
Students civic understanding, their understanding o Islam and their
appreciation o local traditions and culture are unlikely to be acceptable i;
Students do not assume any positions o responsibility in the school or do notrespect and value each other.
Students have no, or only a superfcial, knowledge or understanding o Islam.
Students have little knowledge and understanding o the traditions o Dubai andthe UAE, and o the multi-cultural nature o modern Dubai.
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2.3 Economic and environmental understanding
Key aspects Knowledge and understanding o the nature o Dubais economic planning and
progress and its place in the UAE and globally
Awareness o students own potential contribution to Dubais progress
Knowledge and understanding o the implications o local and global environmental
issues
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
Almost all students
have a detailed
knowledge o
how Dubai has
developed. Most
students understand
the reasons or
the changes. Most
older students
have an excellent
understanding o
economics which
underpin the success
o Dubai and the
other emirates.
Students are positive
about their potential
contribution towards
that success.
Almost all students
show care or their
school and local
environment. They
seek ways to care
or and improve the
school environment.
They initiate and/or
take part in schemes
which support
sustainability and
conservation.
Older students
understand
that economic
decisions aect the
sustainability o the
environment.
Almost all students
know how Dubai
has developed. Most
students understand
some reasons or
the changes in
Dubai and the other
emirates. They
are aware o the
contributions which
they may make
to the continuing
prosperity o the
UAE.
Most students care
or their school and
local environment.
They keep it clean
and tidy. They take
part in activities
to improve the
environment.
Older students
understand the need
to protect local,
national and world
resources.
Almost all students
know how Dubai
has developed. The
majority o students
have a basic,
age-appropriate
understanding o the
economic success o
Dubai and the other
emirates and how
they may make a
contribution towards
that continuing
success.
The majority o
students take care
o their immediate
surroundings
and are aware o
some important
environmental
issues.
Students have
only a superfcial
knowledge o
how Dubai has
developed. The
majority o students
are unaware o
the importance o
Dubais continued
economic progress
and o their potential
contribution to it.
Students show
little concern or
their immediate
surroundings
and have limited
awareness
o important
environmental
issues.
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The quality o students economic and environmental understanding illustrated
below would be evaluated as outstanding.
Students demonstrate an advanced knowledge and understanding o the nature o Dubais economic
context. They have a very good understanding o the actors which characterise the success o Dubai and
the other emirates. Through well-planned enterprise activities and business projects, students acquire key
skills. Students are positive about the potential contributions they may make towards the success o Dubai.
Students have a clear idea about the ways in which they may make positive contributions towards the
success and uture prosperity o Dubai.
Students show a very good understanding o environmental sustainability. They actively seek ways to care
or and to improve their school environment. They initiate or take part in schemes to support conservation
and understand that economic decisions aect the sustainability o the environment.
The quality o students economic and environmental understanding illustrated
below would be evaluated as acceptable.
Students have a basic knowledge o Dubais economic and social development. They understand the key
actors which characterise the success o Dubai and the other emirates.
Students are positive about the potential contributions they may make towards the success o Dubai.
Students understand the importance o environmental sustainability. They take care o their school
environment. A ew may take part in schemes to support conservation.
Students economic and environmental understanding is unlikely to be
acceptable i;
Students have little or no knowledge o the nature o Dubais economic developmentand its recent history in relation to the UAE and the world.
Students are unable to recognise the contribution which they may make, or howthey may work within Dubai and the wider world.
Students take no interest in looking ater the school, they drop litter casually,or deace school property; they have little knowledge about the importance oenergy conservation and world environmental concerns.
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3. How good are the teaching and learning?
Inspectors will make evaluations on the basis o the evidence they gather in relation toeach signifcant age group in the school, taking into account the students ages and scaling
their expectations accordingly. Inspectors will take account o any signifcant variations inthe teaching o dierent groups o students, such as boys and girls, those o dierentnationalities and dierent abilities.
3.1 Teaching or eective learning
Key aspects Teachers knowledge o their subjects and how they are learned
Eectiveness o lesson planning and management o time in lessons
The use o available resources and space beyond reliance on textbooks and other
media
Teacherstudent interactions including the use o dialogue and questions
Teaching strategies to meet the needs o all students, including students with
special educational needs
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
Consistently high
quality teaching
stems rom teachers
expert knowledge o
their subjects, howto teach them and
how students learn.
Lessons are skilully
planned and
timed. Resources
are deployed
creatively to enrich
learning. Teachers
interactions with
students ensure
they are alwaysactive participants
in achieving
meaningul and
relevant learning.
The development o
enquiry and critical
thinking skills is the
norm.
Teaching strategies
successully meet
the individual needso all students.
Almost all teachers
know their subjects
well, how to teach
them and how
students learn.Lessons are
imaginatively
planned and time is
used well. Resources
are deployed
eectively to enrich
learning. Teachers
interactions with
students ensure
they are active
participantsin achieving
meaningul and
relevant learning.
The development o
enquiry and critical
thinking skills is a
priority.
Teaching strategies
are designed to
meet the individual
needs o allstudents.
Most teachers know
their subjects well,
how to teach them
and how students
learn.Lessons are well
planned and timed
in most classes.
Resources are
used appropriately
to support
learning. Teaching
occasionally results
in passive student
participation. The
development oenquiry and critical
thinking skills is
inconsistent.
Teaching strategies
address the needs o
most students.
More than a ew
teachers are insecure
in their subject
knowledge and/or
how to teach them.Lessons are poorly
planned in most
classes. Resources
are not used
appropriately to
support learning.
Teaching regularly
results in passive
student participation.
Teaching strategies
ail to address theneeds o most
students.
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Quality o teaching illustrated below would be evaluated as outstanding.
Teachers have excellent subject knowledge and are able to put this in a meaningul context or the
learners; they understand the difculty o certain concepts and have a good repertoire o exemplifcations
to reinorce their relevance to students. Teachers create a positive learning environment, where they
encourage the learners to eel respected and that their eorts are worthwhile.
Lessons are very eectively planned. The purpose o activities is clear and learning is reviewed as an
integral part o the lesson. Lesson objectives are stated clearly and reviewed at the end o the lesson so
that learners have a clear sense o achievement; there is a good balance o activities with the use, where
appropriate, o whole class, individual and group work. Tasks, activities and resources are used to optimum
eect.
Teachers make ull and eective use o many resources, including inormation and communications
technology (ICT), to vary their teaching and promote active learning.
Teachers are skilled in their use o questions and arouse students inquisitiveness, inspiring them to wantto fnd out more. Their questions are ocused and oten individualised or particular students. They give
time or reection and require students to think deeply. Teachers adjust the pace o learning as a result o
students responses.
Classrooms are well organised and the learning activities are very well matched to the needs o individual
students and groups with diering learning needs and abilities. The tasks, activities and resources support
and challenge all students to maximise their progress. Teachers expectations are consistently high, and
appropriate or students at all levels o prior attainment. They expect students to take responsibility or
their own learning and promote collaboration or independent learning, as appropriate.
Quality o teaching illustrated below would be evaluated as acceptable.
Teachers have sufcient subject knowledge and can share this at a suitable level with students; they
appreciate students needs and include appropriate examples in order to establish relevance. There is a
positive climate or learning where students are encouraged to learn rom their mistakes.
Lessons are planned eectively so that the purpose o activities is clear. There is variation in learning
activities and time is allocated to review learning.
Teachers make adequate use o additional resources beyond the textbooks.
Teachers use questioning to test students understanding.
Teachers recognise that dierent groups and individuals have dierent learning needs and they adapt theirmethods and resources accordingly.
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The quality o teaching is unlikely to be o acceptable quality i;
Teachers have poor or inadequate subject knowledge and they have little awarenesso how students learn.
Lessons are poorly planned and time is used unproductively; lessons are monotonouswith no variety.
No resources are used other than textbooks or teacher-talk.
Teachers make no use o questioning to check understanding.
Teachers do not meet the learning needs o all groups and individuals, including
those students requiring additional help with their learning.
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3.2 Quality o students learning
Key aspects Students engagement in and responsibility or their own learning
Students interactions and collaboration Application o learning to the real world and making connections between areas o
learning
Enquiry and research skills
Students critical and higher order thinking
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
Students are
enthusiastic and
take responsibilityor their own
learning in sustained
ways. They ocus
well and are able
to reect on their
learning to evaluate
their strengths and
weaknesses. Most
act on them in order
to improve. They
can fnd things outrom a variety o
dierent sources and
use ICT eectively
to support their
learning.
Students make
meaningul
connections with
other learning and
use these to deepen
their understanding.Students
communicate
their learning
meaningully, share
achievements
and collaborate
eectively in a
wide range o
learning situations.
Higher order and
critical thinking is acommon eature o
learning.
Students enjoy
learning and take
responsibility ortheir own learning.
They are aware
o their strengths
and weaknesses
and take steps
to improve. Most
students fnd
things out or
themselves and use
ICT to support their
learning.Students make
connections with
other learning and
relate these to the
real world. They
communicate their
learning to others.
Most collaborate
in a range o
learning situations.
Higher order andcritical thinking is a
developing eature
o learning.
Students have
positive attitudes
to learning andcan work or short
periods without
teacher intervention.
Although they may
be passive in their
learning, students
can explain clearly
and confdently
what they have
learned. They
have an adequateunderstanding o
their strengths and
weaknesses and
how to improve.
They occasionally
fnd things out or
themselves. They
use ICT in limited
ways to support
their learning.
Students makelimited connections
between new
and previous
learning and relate
learning to real lie
situations. They
are able to work in
groups. Students
higher order and
critical thinking is
sometimes a eatureo learning.
Students rarely work
without constant
teacher directionand lack interest in
learning. They are
easily distracted and
rarely reect on their
learning to evaluate
their strengths and
weaknesses. They
do not know how
to improve their
work. They cannot
fnd things out orthemselves and lack
ICT skills to support
their learning.
The students rarely
make connections
with other learning
and do not relate
their learning to
the real world.
They fnd it difcult
to discuss theirlearning and are
unable to collaborate
eectively in groups.
Higher order and
critical thinking is
rarely ound in the
students learning
experience.
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Quality o learning illustrated below would be evaluated as outstanding.
Students are motivated and eager participants in their learning. They are actively involved in their own
learning and development and show increasing skills as learners. Students are aware o their progress and
strengths in learning. The questions they ask show they are making connections between new learning
and what they already know. They are reective and analyse learning situations in order to discover the
best solutions. Their independence shows itsel particularly in the ways they use ICT.
Students choose the best ways to complete tasks within group and individual settings both in leading and
supporting their peers. Through eective collaboration with others, by contributing ideas and listening to
one another, students demonstrate high levels o skills as independent learners.
Skills, knowledge and understanding acquired are applied confdently and accurately to new learning
contexts. Students demonstrate success in applying their skills to problems reecting real lie situations.
They are successul, confdent, responsible learners.
Students demonstrate profciency in fnding out new inormation and are able to apply successully theircritical skills to tasks. Their work will oten reect maturity and independence o thought and they can fnd
things out or themselves by using books and other resources, including ICT.
Through the eective use o dierent sources o inormation, students are able to make accurate and
appropriate conclusions and present their learning with confdence. They make connections between their
learning in dierent parts o the curriculum.
Quality o learning illustrated below would be evaluated as acceptable.
Students occasionally take responsibility or and are active in their own learning. They do what the
teacher asks o them but are oten passive listeners or watchers, or undertake tasks which do not requiremuch thought. While the majority o students work well in the absence o close supervision, others lack
motivation or are easily distracted. They are unclear about what they need to do to improve. The students
have only a general awareness o their progress and strengths as learners.
Students work collaboratively but the composition o groups may lack variety. Whilst working in groups
or teams, students, at times, lack the skills they need to co-operate and produce good work. They do not
always understand the importance o listening to each other in order to make meaningul contributions.
Students acquire knowledge and skills rom a range o contexts but their understanding may be less well
developed. Consequently, students will only demonstrate success in their learning in amiliar contexts
where they are required to repeat a procedure. When required to apply their learning to new contexts, they
may need high levels o support.
Students demonstrate age-appropriate skills as learners but rarely exhibit skills in critical thinking.
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The quality o students learning is unlikely to be acceptable i;
A substantial proportion o students are not engaged in lessons and they are unableto explain what they are doing.
Students are unable to work collaboratively.
Students cannot relate the learning to their lives.
Students are unable to fnd things out or themselves.
Students make no connections between their learning in dierent parts o the
curriculum.
USEFUL DEFINITION:
LEARNING:How students undertake the tasks that lead to gains in knowledge, skills andunderstanding. Most students have a preerence or learning in an auditory, visual orkinaesthetic way. Ways o learning also include a spirit o enquiry; researching, workingindependently o the teacher, alone or with others.
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3.3 Assessment
Key aspects Assessment as part o the teaching and learning processes
Assessment methods and arrangements or record-keeping, including school policy
and its implementation
Use o assessment inormation by teachers and students
Quality o eedback, including the marking o written work, and use o assessment
inormation by teachers and students to inorm teaching and learning
Level o teachers knowledge o their students strengths and weaknesses
Outstanding Good Acceptable Unsatisactory
Brie illustrativedescriptions
A thoroughprogramme o
assessment and
review, including
students own
assessments o
their work, is
used consistently
throughout the
school. Teachers
are eective in
helping students inrecognising what
they need to do to
improve.
Assessment
inormation is used
well to inorm
planning.
Record-keeping
is detailed,
comprehensive and
used eectively byall sta to meet
students learning
needs.
Feedback to students
is comprehensive
and teachers have a
thorough knowledge
o students
strengths and
weaknesses.
Consistent andeective assessment
practices are in
place or monitoring
students progress.
All sta use them
to ocus sharply on
how students are
doing and what
they need to do to
improve.
Some adjustmentsto lessons are
made on the basis
o assessment
inormation.
Students are
involved in assessing
some aspects o
their own work.
Organised and
thorough record-
keeping reectsstudents progress
in relation to
expectations.
Feedback to
students is good.
Teachers have a
good knowledge o
individual students
strengths and
weaknesses.
Assessment is usedto monitor the
achievements o
students, to indicate
what they have
learned, to involve
them in evaluating
their work and
to help them to
understand what
they need to do
next.There are organised
procedures or
record-keeping but
inormation may not
be used eectively
by teachers to plan
the learning o
students.
Feedback to students
is given regularly
but the quality omarking is variable.
Teachers have
some knowledge o
individual students
strengths and
weaknesses.
Assessment is notwell developed
and may be largely
restricted to
summative tests.
Record keeping is
poor and assessment
is rarely used to
modiy teaching
or the curriculum
provided or
students.Students are not
given sufcient
eedback on their
perormance either
orally or through
teachers marking o
their written work.
Teachers do not have
sufcient knowledge
o students progress
and achievements.
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Quality o assessment illustrated below would be evaluated as outstanding.
Assessment is used as a tool or teachers to plan each step o learning. An assessment is made o each
student early in their time at school, in order to diagnose their capacities or learning and to identiy any
special needs and special talents. Throughout their time at school, assessment is used to check on progress
and give eedback to the students. Periodically, ormal tests are conducted and the results compared with
international benchmarks.
Inormation rom assessment is collected and analysed to identiy strengths and weaknesses in students
attainments and to identiy trends. Actual attainment is compared with predicted attainment and strengths
in provision can be ascertained. All teachers have access to this inormation and use it to evaluate the
eectiveness o the curriculum and their teaching. Whole school and individual targets are set and students
perormance is monitored to ensure students are meeting short and long term targets.
When teachers assess students work and mark their books, their comments are constructive in helping
students know what their next steps should be. Sta also use the analysis o data to plan lessons and
address the individual learning needs o all students. Students and parents are regularly involved in well
judged target setting procedures which help clariy clear learning goals or each student.
Students use objective criteria to evaluate their own and each others work and to identiy the next steps.
Inormal assessment during lessons, through or example questioning by the teacher, adds to the overall
picture o students attainment and progress.
Teachers have an excellent knowledge and understanding o individual students strengths and weaknesses.
Quality o assessment illustrated below would be evaluated at acceptable.
Students know the results o assessments and understand the nature o their strengths and weaknesses.The school undertakes some analysis o the test results to identiy patterns o attainment. Students may be
given oral eedback on their work; exercise books are marked regularly but there may be ew inormative
comments about how to improve.
Students evaluation o their own and others work is not a regular eature o the schools assessment
procedures.
Teachers have a broad understanding o the attainment and progress o groups and individual students.
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The quality o assessment is unlikely to be acceptable i;
The students are unaware o the results rom assessments.
Teachers make no use o the assessment results to modiy their work.
Teachers give no eedback to students and they seldom mark students work.
No use is made o benchmarking (either national or international) to reviewstudents perormance in a wider context.
Teachers have a poor knowledge o students individual achievements and theirlearning needs.
USEFUL DEFINITION:
ASSESSMENT: The process o fnding out how well students learn what they are taught.This is a continuous process using a variety o orms or dierent purposes. Formativeassessment includes the regular marking and evaluation o students work and includeseedback on how to improve. It also includes students assessment o their own workand that o their peers. Summative assessment is a ormal process at the end o a yearor unit o work, oten taking the orm o public examination or internal testing.
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4. How well does the curriculum meet the educational needs o all students?
Inspectors will make evaluations on the basis o the evidence they gather in relation toeach signifcant age group in the school, taking into account the students ages and scaling
their expectations accordingly. Inspectors will take account o any signifcant variations inthe provision or dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.
4.1 Curriculum quality
Key aspects Breadth and balance
Review and development
Continuity and progression
Cross-curricular links and extra-curricular activities
Curriculum links with the community and local environment
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
The curriculum has
a clear rationale. It
is relevant, broad,
balanced and
challenging. There is
evident progression
and choice inlearning or all
students.
The curriculum is
reviewed regularly
and systematically.
Transitions between
sections and
phases ensure that
all students are
well prepared or
the next stage oeducation. Cross-
curricular links and
extensive extra-
curricular activities
signifcantly enhance
learning.
Regular planned
opportunities exist
or students to
learn within the
community andlocal environment or
beyond.
The curriculum has
a clear rationale. It
is broad, balanced
and challenging.
Progression is
planned and there
is some choice inlearning or almost
all students.
The curriculum is
reviewed annually to
ensure all students
needs are met.
Transitions between
sections and across
schools ensure that
most students are
well prepared orthe next stage o
education. Cross-
curricular links and
extra-curricular
activities enhance
learning.
There are regular
opportunities
or students to
learn within the
community and localenvironment.
The curriculum is
soundly planned,
broad and balanced.
There are no
signifcant gaps in
content but there
may be limitedchoice or certain
groups o students.
The curriculum is
reviewed rom
time to time. Plans
exist to promote
progression and
cross-curricular links
are evident across
a limited range o
contexts. Extra-curricular activities
exist but are limited
in range.
There are a ew
opportunities
or students to
learn within the
community and
local environment or
beyond.
The curriculum
rationale is unclear
and is mostly
dictated by the
text books. There is
discontinuity in the
curriculum in somesubjects rom year to
year and signifcant
gaps in content. It
is neither broad nor
balanced.
Any systematic
review o the
curriculum is
not sufciently
ocused on meeting
students needs.There are limited
extra-curricular
activities and ew
opportunities to
learn beyond the
classroom.
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Quality o the curriculum illustrated below would be evaluated as outstanding.
The curriculum has a clear rationale based on shared values. Its programmes, courses, syllabi and activities
promote challenge, enjoyment, progression, relevance, coherence, personalisation and choice in learning
or all students. The curriculum has breadth and balance across and within each o its various elements.
The curriculum consistently includes creative, physical and practical experiences. All key subjects are given
the appropriate amount o time.
The curriculum is regularly reviewed and updated as part o the schools sel-evaluation process and takes
account o the views o students and parents. Sta reect on the range and quality o the curriculum and
the impact o the experiences on students and the outcomes they achieve. As a consequence, curriculum
innovation is well planned and ensures that the needs and interests o all students are met.
Planning across the phases o education, both within the school and at the point when students transer
to the next school, prepares students well. It ensures that previous learning is taken into account when
preparing or the arrival o new students.
Crosscurricular themes are systematically and deliberately planned to ensure that students skills across
a range o subjects are developed in meaningul and interesting contexts. A wide range o extra-curricular
activities allows students to extend their learning and interests.
Through a strong sense o the schools shared curricular values and careully planned opportunities to work
with the local community, students are creative and enterprising. Older students are very well prepared or
the world o work and urther education.
Quality o the curriculum illustrated below would be evaluated as acceptable.
The curriculum is based on a clear rationale and values but it may not be ully consistent with meetingthe schools aims. It is generally broad and balanced across and within each o its various elements. The
curriculum is largely driven by the textbooks.
The curriculum is regularly reviewed but revisions and adaptations are not always implemented as a result
o this work. Most students needs are met.
Planning across the phases o education, within the school and at the point when students transer to the
next school, builds on previous curriculum content. However, students are not always well prepared or the
next stage o their education. The previous learning o new students is not taken ully into account.
There is limited development o cross-curricular themes. Opportunities are not always taken to make useul
connections between subjects and aspects that would promote greater coherence in the curriculum. Extra-
curricular activities occur rom time to time. Participation and access may not be possible or all students.
The school is aware o its place in the community but makes limited use o its surroundings to enhance the
curriculum. Visits and other activities are organised but not always eectively integrated with the learning
experience. There is occasional collaboration with local businesses.
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The quality o the curriculum is unlikely to be acceptable i;
Any stated key requirements are not provided.
It ails to cater adequately or the educational needs o particular groups o students.
There is no systematic review.
There is discontinuity rom year to year and between phases.
Opportunities or promoting essential knowledge, understanding or skills are
neglected.
USEFUL DEFINITION:
CURRICULUM: Everything a school deliberately teaches, including subjects and activitiesinside and outside the classroom such as extra-curricular activities and educationalvisits and visitors.
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5. How well does the school protect and support students?
Inspectors will make evaluations on the basis o the evidence they gather in relation toeach signifcant age group in the school, taking into account the students ages and scaling
their expectations accordingly. Inspectors will take account o any signifcant variations inthe provision or dierent groups o students, such as boys and girls and those o dierentnationalities and dierent abilities.
5.1 Health and saety
Key aspects Arrangements to ensure health, saety and security in all parts o the school, on
school transport and in other environments used by the school
Suitability o premises and acilities or all students, including those with special
educational needs
Quality o maintenance and record keeping; or example, fre drills and medicines,
together with records o incidents and subsequent actions
Provision or and promotion o healthy living
Care and welare o students including child protection
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
The school
consistently and
in all respects
provides a ullysae, hygienic and
secure environment
or students and
sta. Buildings
and equipment
are maintained in
excellent condition.
Excellent supervision
o students prevails
at all times.
Healthy living issystematically built
into and promoted in
all aspects o school
lie.
All sta and
students are aware
o child protection
arrangements.
Frequent thorough
checks are made
and acted upon to
make sure that asae environment
is maintained.
Buildings and
equipment are
hygienic and kept
in a good state o
repair. The students
are well supervised
in classrooms,
playgrounds, as they
move around theschool and on school
transport.
Healthy living is
systematically built
into and promoted
in most aspects o
school lie.
Most sta and
students are aware
o child protection
arrangements.
Requirements or
maintaining the
health and saety
o students aremet. Buildings and
equipment are
secure, sae, in
sound repair, well
maintained and
clean. Students are
kept sae throughout
the school day and
accidents are rare.
Students are given
advice about healthyliving though
this might not be
systematically
promoted
throughout the
school.
The majority o
sta and students
are aware o
child protection
arrangements.
Policies or health
and saety are
poorly implemented.
Health andsaety checks are
irregular and not
rigorous. Some
parts o buildings
or equipment
are unsae and/
or unhygienic.
Supervisory practices
are weak.
The school does little
to advise studentson healthy living and
any advice may not
be supported by the
ood available or the
acilities or regular
exercise.
Arrangements or
child protection may
exist but these are
not widely known.
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Quality o health and saety illustrated below would be evaluated as outstanding.
There are very eective policies and procedures in place and these ensure that students are sae. Sta ully
understand their roles and responsibilities in ensuring health and saety. Practical measures are in place to
protect students including, or example, appropriate arrangements or school transport. Students state that
they eel sae in the school.
The school premises, equipment and resources are excellent and very well suited to the educational needs
o all students, including those with special educational needs. They ensure that students are sae at all
times whilst participating in a wide range o challenging and motivating educational experiences.
Comprehensive records are kept o regular and routine fre drills, evacuation procedures and other incidents,
with clearly stated action taken, to prevent their recurrence. Medical sta are vigilant in their care o
students. Routine checks are carried out and detailed records kept. Relevant medical inormation is shared
with sta in the school in a systematic way to ensure students medical care at all times whilst they are
working with dierent school sta. Medication is kept in a locked room or cabinet and all sta are well-
inormed about how and by whom it can be administered. Students with special educational needs are
provided with the specialist support to enable them to make a ull contribution to the lie o the school.
Healthy living is systematically built into and promoted in all aspects o school lie. School meals and snacks
provided by the school are consistent with the schools policy on the promotion o healthy choices. The
school provides very good advice to students and their parents on ood choices and oers a broad and
regular programme or physical education and sport to promote healthy living.
Child protection arrangements are clearly defned and understood by all students, sta and parents. The
school has very eective arrangements to protect students. Sta deal sensitively and eectively with
students needs and concerns.
Quality o health and saety illustrated below would be evaluated as acceptable.
There are eective policies and procedures in place to ensure that students are kept sae. Sta understand
their roles and responsibilities in ensuring health and saety. Practical measures are in place to protect
students and arrangements are reviewed to ensure that they are eective. Most students state that they
eel sae in the school.
The school premises, equipment and resources are suitable and provide a sae, inclusive environment or
students.
Records o health and saety procedures are up to date and appropriate risk assessments are completed
in relation to visits and potentially hazardous activities. Routine fre drills and other evacuation procedurestake place. There are sufcient medical sta to carry out routine checks. Medication is kept locked away
and all sta know how and by whom it can be administered. Students with special educational needs are
mostly given the specialist support they need.
The school has included in its curriculum planned opportunities or students to take part in physical activity
which promotes a healthy liestyle. The meals and snacks provided by the school are healthy. Parents are,
at times, involved in school activities which successully raise awareness o healthy choices.
Child protection arrangements are in place but the responsibility or their implementation may be in the
hands o a ew senior sta or members o the administration.
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The quality o health and saety is unlikely to be acceptable i;
Policies and procedures or health and saety, including those or school transport,are poorly implemented.
Health and saety checks are irregular and/or not rigorous.
Some parts o the buildings, play areas and/or school equipment are unsae orunhygienic.
Supervisory practices are weak.
School meals and snacks include unhealthy choices and little variety. The school is
not sufciently pro-active in the promotion o a healthy liestyle amongst students.
The premises do not have appropriate acilities to meet the needs o students withdisabilities.
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5.2 Quality o support
Key aspects Stastudent relationships
Student advice and support, including guidance regarding uture education andcareer paths
Sta handling o behaviour issues
Tracking and supporting students overall well-being and academic progress
Supporting students with special educational needs
Management o student attendance and punctuality
Outstanding Good Acceptable Unsatisactory
Brie illustrativedescriptions
Sta have very goodrelationships with all
students. Individual
students academic
progress is tracked
eectively to provide
individualised
guidance
and support.
Consequently,
changes in
students well-being and personal
circumstances are
monitored and the
inormation is used
to provide eective
support.
Students with
special educational
needs are admitted
into the schooland, through
very eective
arrangements, make
exceptional progress.
Studentseducational and
personal well-being
is a high priority or
sta. There are well-
developed systems
or tracking students
academic progress
and or giving good
advice and guidance.
Students with
special educational
needs are admitted
into the schooland well-managed
arrangements
ensure they make
good progress in
their learning.
Teachers know theirstudents needs
well. Teachers show
students respect
and respond to
their personal and
academic needs
with appropriate
advice and guidance.
Students with
special educational
needs make
acceptable progressthrough appropriate
modifcations to
teaching methods,
resources, acilities
and support.
The school isslow to diagnose
and respond to
students needs.
Assessment and
care arrangements
are weak or are not
applied consistently.
The students receive
insufcient advice
and guidance.
The arrangements
to support students
with special
educational needsare ineective and
consequently, those
students make slow
progress.
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Quality o support illustrated below would be evaluated as outstanding.
Teachers know all their students well, including those who fnd learning difcult, and are ully aware o
their individual social, physical, emotional and intellectual needs. Teachers have very good relationshipswith students and respond to them in supportive ways. Mutual respect, trust and confdence characterise
interactions between and among sta and students. All members o the school community demonstrate
care and concern or the needs o others at all times.
All students have ready access to known and trusted members o sta who provide well-inormed advice
and guidance about a range o important matters, including their academic progress, health and uture
career. Students questions, needs and concerns are handled sympathetically and, when appropriate, in
confdence. Students have recourse to an eective complaints procedure. High quality advice and guidance
results in actions that bring about improvements in student perormance.
The schools approach to managing behaviour is defned clearly and well understood by the students and
the whole sta, who implement the policies wisely and are supported ully by the senior management
team. Students are involved in discussions about the eectiveness o the approaches used and contribute
their views constructively. Although the behaviour o almost all students is exemplary, frm action is taken
when necessary. Parents receive comprehensive inormation about the schools expectations o standards
o behaviour and o how sta will deal with any instances o misbehaviour. External agencies provide
eective specialised support to individual students and their amilies when required.
The school maintains highly eective processes or checking the academic and personal development o
all students. The teachers monitor and record students progress efciently by regularly assessing their
written, oral and practical work. They requently discuss with students the rate o their progress and how
they can achieve key targets. Action is taken as necessary to ensure improvement. Reports to parents are
expressed in positive language, set out clearly what the students are doing well and the respects in which
their work needs to improve. Students and parents comment on these reports and respond well to them.
Students with special educational needs make excellent progress. Their needs are identifed quickly and
appropriate support is allocated. Individualised planning and eective review procedures ensure that
their needs are ully met. The curriculum, acilities and resources include appropriate modifcations and
comprehensively provide or the diverse range o special needs.
The school keeps accurate records o attendance and punctuality. Prompt action is taken when levels all
and parents ully support the importance o maintaining high levels o attendance and punctuality. Parents
are contacted immediately when students ail to arrive when expected.
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Quality o support illustrated below would be evaluated as acceptable.
Teachers know most o their students well and are aware o their social, physical, emotional and intellectual
needs. They have good relationships with students and respond positively to them. Teachers and students
respect one another and generally show care and concern or the needs o others.
Students receive advice and guidance rom sta on a range o matters, including their educational progress,
health and uture careers, and most eel confdent to ask adults or help. Students questions, needs and
concerns are usually dealt with efciently and, when appropriate, in confdence.
The school has an eective approach to managing the behaviour o its students. The sta know how to
implement the policies and are supported in doing so by the senior management team. Parents receive
inormation about how sta will deal with any instances o misbehaviour. External agencies are involved
in supporting individual students and their amilies as necessary.
Teachers monitor the rates o students progress by assessing their work, but they may not always do
so regularly or systematically. This is not always linked to tracking o personal development. Reports toparents set out the students strengths and areas or development.
Students with special educational needs make acceptable progress because most teachers modiy their
teaching methods and the curriculum to provide or the majority o the students needs. Progress is
monitored and support given through individualised plans and class support. Facilities and resources are
modifed to address their needs.
The school records attendance and punctuality but it may not systematically analyse the data. Monitoring
procedures are known to students, sta and parents and are intended to ensure the saety and well-being
o the students. Parents receive eedback about improved attendance and punctuality and understand the
action the school takes when it is required.
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The quality o support is unlikely to be acceptable i;
There are antagonistic relationships between sta and students.
Advice, support and guidance are uninormative.
Inappropriate behaviour management strategies are used.
There is no tracking to support students academic progress.
The schools admissions policy is too restricted and does not allow access orstudents with special educational needs.
Students with special educational needs are not provided with the necessaryspecialist support.
Arrangements to manage student attendance and punctuality are absent orineective.
USEFUL DEFINITIONS:
SPECIAL EDUCATIONAL NEEDS: Educational needs that are dierent rom those o the majorityo students. They include those who need additional support or challenge in their learning.
DISABILITY: A long-term physical, mental, intellectual or sensory impairment which, ininteraction with various attitudinal and environmental barriers, hinders a persons ull andeective participation in society on an equal basis with others.
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6. How good are the leadership and management o the school?
Inspectors will make evaluations on the basis o the evidence they gather in relation to theleadership and management o the school as a whole and o key sections within it.
6.1 Quality o leadership
Key aspects Leadership qualities
Proessional competence and commitment
Vision, direction and guidance
Development o relationships, teams and leaders at all levels
Outstanding Good Acceptable Unsatisactory
Brie illustrative
descriptions
Leadership and
management are