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ADEC Al Najah Private School 2015 2016
ADEC Al Najah Private School 2015 2016
Inspection Report
Page 1 of 19
26 29 October 2015
11 14 November 2013
General Information
Students
School ID
197
Total number of
students
2,554
Opening year of
school
1995
Number of children
in KG
438
Principal
Number of students
in other phases
Primary: 1,147
Middle: 667
High: 302
School telephone
Age range
School Address
Grades or Year
Groups
Kindergarten 1 Grade 12
Gender
Mix
School Website
www.alnajahschool.com
Percentage of
Emirati Students
8%
Largest nationality
groups (%)
1. Egyptian 35%
2. Jordanian 19%
3. Syrian 15%
Licensed Curriculum
Staff
Main Curriculum
Number of teachers
144
Other Curriculum
Number of Teaching
Assistants (TAs)
17
External Exams/
Standardised tests
Teacher-student
ratio
19:1 KG/ FS
20:1 Primary
16:1 Middle
15:1 High
Accreditation
----------
Teacher turnover
21%
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Introduction
Inspection activities
Number of inspectors deployed
6
4
116
Number of parents
questionnaires
School
School Aims
Admission Policy
Leadership structure
(ownership, governance and
management)
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Intellectual disability
Specific Learning
Disability
11
Emotional and
Behaviour Disorders
(ED/ BD)
Autism Spectrum
Disorder (ASD)
Visually impaired
Hearing impaired
Multiple disabilities
SEN Category
Intellectual ability
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Band B
Satisfactory (Acceptable)
Band C
(B)
High Performing
Satisfactory
Acceptable
Band B
Good
Band A
Very Good
Performance Standards
BAND
Outstanding
Acceptable
Band C
In need of significant
improvement
Performance Standard 1:
Students achievement
Performance Standard 2:
Students personal and
social development, and
their innovation skills
Performance Standard 3:
Teaching and assessment
Performance Standard 4:
Curriculum
Performance Standard 5:
The protection, care,
guidance and support of
students
Performance Standard 6:
Leadership and
management
Summary Evaluation:
The schools overall
performance
Page 6 of 19
Very Weak
Weak
Band A
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The school has made significant progress in ensuring all staff understand and follow
the rewards and sanctions policy and take a consistent approach to behaviour
management. Supervisors and senior leaders are highly visible and students are
confident that administration of the policy is fair.
The school and the senior leadership team (SLT) have demonstrated satisfactory
capacity for sustained further improvement. Senior leaders have created a
distributed leadership approach that empowers middle leaders and builds
confidence, subject leadership and capacity for further improvement.
Development and promotion of innovation skills
Senior leaders are aware of the need to plan for the promotion of innovation: there
are whole-school initiatives as well as more regular opportunities for students to
develop innovation skills evident in departmental and teacher planning. The
development of learning skills and a positive work ethic, curriculum adaptation and
the provision of leadership opportunities demonstrate effective promotion of
innovation skills. For example, opportunities to develop and showcase new ideas
are presented in information and communication technology (ICT) through student
participation in science, technology, engineering and mathematics (STEM) and
especially when they present big ideas in 3 minute videos through the TED-Ed club.
Students in Grades 7 and 8 research flipped learning tasks at home and report back
their ideas in class. Project activities enhance students capacity to guide their own
learning and show community responsibility, as in Islamic education when students
research how to be good citizens and visit local hospitals. In the more effective
lessons, teachers in all sections promote critical thinking with probing questions
that require students to reflect and justify responses. This is particularly evident in
English, where students work ethic is strong and communication, critical debate
and reflection are well developed, particularly in the older grades.
Participation on the school council gives students leadership opportunities and
they appreciate the attention that is given to their views and suggestions, for
example in regular school-wide focus days like the Breast Cancer Awareness Day.
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attainment levels in all core subjects, particularly for students who find
learning difficult and the more able
use of assessment to inform planning and deliver lessons that challenge and
support students of all abilities
baseline assessments, standardised testing and moderation of internal
assessment, to ensure effective tracking of student attainment and
progress
provision of regular opportunities in all KG classes for children to learn
though making choices in independent and purposeful learning activities
within a resource rich environment
thorough systems to identify and provide effective support for students
with SEN and G&T
rigorous performance management that includes sufficient focus during
lesson observations on the quality of learning
establishing a representative governing board.
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Islamic
Education
Arabic
(as a First
Language)
KG
Primary
Middle
High
Attainment
N/A
Acceptable
Acceptable
Good
Progress
N/A
Good
Good
Good
Attainment
Acceptable
Acceptable
Acceptable
Acceptable
Progress
Acceptable
Acceptable
Acceptable
Acceptable
Attainment
Good
Good
Good
Good
Arabic
(as a Second
Language)
Progress
Good
Good
Good
Good
Attainment
N/A
Acceptable
Acceptable
N/A
Progress
N/A
Acceptable
Acceptable
N/A
Attainment
Acceptable
Good
Good
Good
Progress
Acceptable
Good
Good
Good
Attainment
Acceptable
Acceptable
Acceptable
Good
Progress
Acceptable
Acceptable
Acceptable
Good
Attainment
Acceptable
Acceptable
Good
Good
Progress
Acceptable
Acceptable
Good
Good
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Acceptable
Good
Good
Good
Progress
Acceptable
Good
Good
Good
Acceptable
Acceptable
Acceptable
Good
Social Studies
English
Mathematics
Science
Language of
instruction (if other
than English and
Arabic as First
Language)
Other subjects
(Art, Music, PE)
Learning Skills
(including innovation, creativity, critical
thinking, communication, problemsolving and collaboration)
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able to devise varied mental strategies in multiplication. As they move through the
school, students develop the ability to use more abstract mathematical concepts, and
in secondary grades they apply concepts to real life situations, for example a very
good knowledge of the application of Newtons Laws in Grade 11. In science, students
develop the knowledge and understanding of concepts appropriately through the
grades and older students demonstrate high levels of understanding, for example of
the properties of hydrogen in Grade 8. Throughout the school, students do not
demonstrate sufficient practical and investigative skills as a result of the limited
opportunities provided.
Students enjoy their work and have positive attitudes towards learning. KG children
demonstrate a more limited development of self-reliance. In the older grades, they
take increased responsibility for their learning and by grades 11 and 12, purposefully
pursue examination-related goals. Students collaborate effectively when given the
opportunity, such as when Grade 6 students work in friendly cooperation to create
invitations in social studies. Students use of learning technologies is more limited.
They conduct research confidently, most usually directed by class teachers, and they
demonstrate appropriate critical thinking skills, for example, when Grade 10 students
carry out an investigation related to how flower colours attract insects.
KG
Primary
Middle
High
Personal development
Good
Good
Good
Good
Good
Good
Good
Good
Acceptable
Acceptable
Acceptable
Good
Students personal and social development is good and innovation skills are
acceptable. Most students have a positive attitude towards their learning and enjoy
school life. This is reflected in the good attendance rates of 95% and the general
punctuality of students to school and lessons. Students are self-disciplined and
behave well inside classrooms and during break time. They maintain good
relationships with each other and appreciate the opportunity to interact with the
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wide range of cultures and nationalities. They are courteous and respectful towards
adults. Students from Grades 1 to 12 enjoy and responsibly take advantage of the
leadership opportunities they are given in class and around the school, for example
as prefects, ushers and members of the student council. Secondary students consider
the council to be an effective link between them and the administration and report
that senior leaders value their views. Students have an appropriate awareness of the
advantage of a healthy lifestyle; older students confidently explain the benefits of
exercise and healthy food on quality of life.
Most students have a good understanding of Islamic values and the impact these have
on daily life in the UAE. They are familiar with the culture and heritage of the UAE and
in older grades appreciate the countrys economic achievements and historical
influences. Most students show respect for the UAE flag and participate appropriately
during the National Anthem.
Students enjoy opportunities to support their school community, as in older students
reading with younger students. They show appropriate levels of responsibility
towards and consideration of the needs of others, for example when they raise
money for wider community projects or arrange whole school awareness days.
Younger students show less awareness of social responsibility largely as a result of
the fewer opportunities provided for them to plan and lead initiatives. Students enjoy
taking part in class activities; their work ethic develops well and is particularly strong
in almost all English lessons and secondary subjects. Students work hard, pay
attention and contribute very well to class questioning, debate and discussion.
Students have an appropriate awareness of environmental issues such as recycling.
Younger students pay less attention to controlling litter around the school.
KG
Primary
Middle
High
Acceptable
Acceptable
Acceptable
Good
Assessment
Acceptable
Acceptable
Acceptable
Good
KG
Primary
Middle
High
Acceptable
Acceptable
Acceptable
Acceptable
Curriculum adaptation
Acceptable
Acceptable
Acceptable
Acceptable
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difficult, and also high achievers. There is an over-emphasis on textbook use in some
subjects, such as Arabic.
The curriculum provides more opportunities for older students to develop skills of
innovation and in community action, for example through participation in robotics
competitions and helping in younger classes. Generally, too few opportunities are
planned in lessons for all students to engage in activities that promote independence,
creativity and social contribution. A range of extra-curricular activities is available
during and after the school day. Special events and field trips locally and overseas
enhance student learning. Activities are carefully planned in subjects taught in Arabic
to ensure that students develop a satisfactory understanding of Emirati culture and
heritage.
KG
Primary
Middle
High
Good
Good
Good
Good
Acceptable
Acceptable
Acceptable
Acceptable
The school makes good provision for the health, safety and protection of students,
and acceptable provision for their support and guidance.
School staff cultivate a calm and caring atmosphere. There are effective procedures
for the care, welfare and safeguarding of students. Training has been provided in child
protection and procedures are widely understood by staff, students and parents.
Procedures for routine health, hygiene, safety and security checks, and for
maintenance, are thorough. Risk assessments are appropriate and emergency
evacuation drills are regular and well-organised. Senior leaders, supervisors and
teachers provide attentive supervision throughout the day and students report that
they feel safe; supervision is also effective on buses. The premises, equipment and
resources generally provide a suitable learning environment to support the
curriculum for all students, including those with SEN and children in KG. However,
some classrooms are too small for the number of students, and disorganised
placement of bags creates trip hazards. There is adequate shading, healthy food
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choices in the canteen, and themed weeks such as Go Green and Live Healthy Week
are successful programmes that the school uses to promote healthy life styles and
establish links with the community.
Staff relationships with student are respectful and often friendly. Behaviour
management procedures are consistently implemented by all staff. Implementation
of rewards and sanctions is well supported by supervisors and senior leaders, and
effective. Good procedures are in place to maintain and improve attendance levels.
The school is in the early stages of developing an SEN department. The SENCo does
not have sufficient time and systems are not in place to identify student needs
accurately and provide sufficient additional support. Students well-being and
personal development are monitored, and information gained is used to provide
acceptable personal and academic support; procedures are informal, and dependent
on the homeroom teacher.
Acceptable
Acceptable
Acceptable
Governance
Management, staffing, facilities and resources
Weak
Acceptable
The quality of leadership and management is acceptable. Senior leaders, with clear
direction from the incoming director, collaborate as an effective team to maintain
supportive leadership and management. Senior leaders are knowledgeable regarding
the curriculum and best practices in teaching and learning, and are very visible around
the school. All staff have clear job descriptions that are aligned to school priorities.
There is a strong commitment to distributive leadership with support and guidance in
order to develop educational leadership and confidence in middle leaders. All
stakeholders have been involved in creating the updated mission and vision for the
school; there is commitment to the schools aims and strategic direction, and staff
morale is positive.
The senior leadership team (SLT) demonstrate a clear awareness of the priority areas
for improvement and a commitment to addressing them. Their expectations are high
Page 17 of 19
specialist facilities to support the curriculum. There are a large number of students in
some classrooms, and some of those do not provide sufficient space for teachers to
engage students in an active learning programme. Resources are generally sufficient
and matched appropriately to curriculum implementation; they are too limited in KG
classes to support the delivery of a high-quality, activity-based early years curriculum.
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