InspectionReport

ZakherPrivateSchoolBritishDivision

AcademicYear201314

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ZakherPrivateSchoolBritishDivision

InspectionDate
SchoolID#

2124April2014
174

LicensedCurriculum

EnglishNationalCurriculum

NumberofStudents

477

AgeRange
Gender
Principal
SchoolAddress

3to11years
Mixed
AgnesShellaNathaniel(Headteacher)
BuildingNo.4,15thStreet,MagarAlDhabi,FalajHazzaa,Al
Ain,UAE.

TelephoneNumber

+971(03)7810818

FaxNumber

+971(03)7820247

OfficialEmail(ADEC)
SchoolWebsite

zakher.pvt@adec.ac.ae
www.zakherprivateschool.com

Dateoflastinspection 1518October2012

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDB;

GRADE4

Themainstrengthsoftheschoolare:

attainmentandprogressinmathematics
students personal development, behaviour, attendance and positive
attitudestolearning
thepositiveethosandrelationshipsthroughouttheschool
protection,care,guidanceandsupport
leadership and managements efficiency in running the school and its
visionfor,andeffectivenessin,bringingaboutrecentimprovements

Themainareasforimprovementare:

attainmentandprogressinArabic,andwritinginEnglish
subject coordinators roles in monitoring the quality of teaching and
learning and ensuring the accurate and continuous assessment of
studentsprogress,especiallyintheFoundationStage
curriculum planning for continuity and progression and for more activity
basedlearningparticularlyintheFoundationStage
thesupportformoreableandgiftedandtalentedstudents
the accuracy of selfevaluation and the extent to which it informs the
strategicplanforimprovement.

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Introduction
Theschoolwasinspectedby3inspectors.Theyobserved58lessons,conducted
meetings with senior staff, subject coordinators, teachers, support staff,
students, parents, the owners and members of the management board. They
analysed test and assessment results, scrutinized students work across the
school,analysedthe127responsestotheparentsquestionnaireandconsidered
schoolpoliciesandotherdocuments.Theheadteacherandleadershipteamwere
involvedandconsultedthroughouttheinspectionprocess.

DescriptionoftheSchool
TheschoolispartoftheAlAinJuniors(AJ)groupofschoolsthatwasfoundedin
1989. Zakher Private School British Division opened in 2008. It is located in the
Falaj Hazza school zone in Al Ain. The school shares the site with the Zakher
Private School, Arabic Division. It is licensed under the Principal of the Arabic
Division.The2schoolsoperatecompletelyseparatelyandtherearenocommon
aspectsbetweenthem,thoughtheyarelicensedasone,withonePrincipal.The
Principal plays no part in the daily management of the British Division and the
Headteacher,AgnesShellaNathaniel,providestheprofessionalleadership.
The school aims to encourage young people to be achievers withextraordinary
determination, to set right goals in areas of education, morality, attitude, ethics
andvalues.Thenumberofstudentshasrisenslightlyfrom467atthetimeofthe
previousinspectionin2012,to477students.Ofthese,81%areofMuslimand52%
ofthestudentpopulationareboys.Mostgradesarefulltocapacity.Thereare102
childrenintheFoundationStage(FS)thatincludesNurseryandReceptionclasses,
and 375 students in Years 1 6. Of these, 72 students have been identified as
havingspecialeducationalneeds(SEN),rangingfromgenerallearningdifficulties
tomoderateandspecificlearningdifficulties.Themainnationalitiesare26%from
Pakistan,21%Egypt,16%Philippines,11%Sudan,5%Emirates,4%Palestine.Thereare
furthersmallerproportionsfromothercountries.
There is no admission test. The school admits all students provided they have
space,withsiblingsgivenpriority.SchoolfeesrangefromAED9,000perannumin
theFStoAED10,000perannuminYear6;theseareinthelowcategory.Thisyear,
theschoolwillusetheEnglishNationalCurriculumSATstoassessYear6students
attainment.
The management board is made up of the owner, his wife and son, the finance
officerandtherecentlyappointedprincipalandadvisor.Theyplaynopartinthe
daytoday leadership and management of the school. This responsibility is
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delegated to the Headteacher. New school premises arecurrently being built to

allowforcontinuityfromYear7toYear13.

TheEffectivenessoftheSchool

Studentsattainment&progress
Attainmentandprogresshaveimprovedsincethelastinspectionandareatleast
satisfactoryinallsubjects.Standardsarehighestinmathematicswheretheyare
now good. Students also make good progress in most aspects of English and
attainmentissatisfactoryandimproving.InIslamiceducation,socialstudiesand
science, attainment and progress are also satisfactory and improving. In Arabic
attainmentandprogressaresatisfactory.Currentinternalassessmentdatadoes
not enable the school to make accurate comparisons with international
benchmarks. The only reliable sources of evidence for students attainment and
progress during the inspection were their responses during lessons and the
limitedamountofworkintheirnewnotebooksforthisterm.
StudentswhostartschoolintheFSspeaklittleEnglish.Theymakegoodprogress
inlistening,understandingandspeaking;theprogressofemergingreadersinthe
FS is limited. Progress through the school is good and by Year 6 students can
speak in full sentences and express themselves well. The majority of students
haveaclearunderstandingofthelettersoundsandareabletoblendwordsand
read and understand passages from fiction and nonfiction texts. They can also
use the internet to research topics for themselves. At the time of the last
inspectionstandardsofstudentswritingwerejudgedtobeveryunsatisfactory.
Fromthislowbase,standardsinwritinghaveimprovedsignificantlyandarenow
ofasatisfactorystandardformoststudents.
Children in the FS make a satisfactory start in counting, simple calculation,
understanding the concept of number and identifying 2d shapes. Their
experienceofcapacityandmeasuringislesswelldeveloped.Throughouttherest
of the school most students make good progress over time in number and
algebra, geometry, measuring and data handling. Opportunities to investigate
number and find and explain their own methods before learning a standard
method are limited. They use and apply their basic numeracy skills to solve
problemsrelatedtotheirownlives.Asaresult,theyenjoymathematicsbecause
theyseearealpurposetotheirlearning.
Science activities in the FS are appropriate, such as investigating floating and
sinking. They are not always closely linked to specific learning outcomes. For
example, children in both Nursery and Reception classes were learning similar
thingsaboutwater.Skillssuchaspredictingandusingthesensestoexploreand
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describe their knowledge and understanding of the world are developing

reasonably well. In the rest of the school, students can carry out simple
investigations, predicting what might happen and analyzing results. Students
demonstrate adequate levels of knowledge and application, for example they
knowthedifferencebetweenmanmadeandnaturalmaterialsandcanconstruct
asimpleelectricalcircuit.
In Islamic education, demonstrate adequate level of understanding of the
teachings of Islam by giving concrete examples from their own lives. As they
movethroughtheschool,studentscontinuetomakesufficientprogress,though
therulesofrecitationoftheQuranarenotalwaysrespectedandsomestudents
usecolloquialArabic.
Students in the lower grades know their letters in Arabic and are able to read
simplewordscontainingshortandlongvowels,andsomeshortsentences.Their
handwritingisneat.Thisrepresentssatisfactoryprogress.
Attainment and progress of older students in Arabic though variable, is
satisfactoryoverall.Forexample,studentsunderstandfamiliarphrasesandread
Arabicreasonablywell.Theyknowsomeoftherulesofgrammarbutlearnthese
in isolation rather than in a context. They do not sufficiently develop the
necessary skills of speaking and writing. Pronunciation is weak. This isespecially
so for nonArab students who are limited to speaking a few words and have
difficultyexpressingtheirideasusingstandardArabic.Insocialstudies,students
can name some objects and clothes and identify places of the United Arab
Emirates(UAE).TheyknowthetransportrulesoftheUAE.
Bythetimestudentsleaveschool,theirskillsinusingtechnologyaregood.They
use it to enhance learning across a range of other subjects. For example, they
couldenterdataintoaspreadsheetandprogrammeittocalculateexpenditureof
their pocket money. Older students extend their research using ICT. FS children
andyoungerstudentsdonothaveregularaccesstotechnologyinschool.Inother
subjects,suchasartandFrench,attainmentandprogressaresatisfactory.
Studentspersonaldevelopment
Studentspersonaldevelopmenthasimprovedsignificantlyandisnowgood.The
headteacherisanexcellentrolemodelforstaff,studentsandparents.Students
lookuptoherandregardherwithaffection.Theyknowthedifferencebetween
rightandwrong.Duringassembliestheyshowpositiveattitudesanddemonstrate
astrongsenseofbelongingtotheschoolcommunity.Theyshowrespectforthe
UAE heritage and for other cultures and sing the National Anthem
enthusiastically. They are very well behaved and well organized in lessons. They
arerespectfultoadultsandeachotherandareeagertolearnbothinlessonsand
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during enrichment activities. Most can work well either independently or as a

memberofateamandaregrowinginconfidence.Moststudentsdemonstratean
understanding of the importance of personal fitness and a healthy lifestyle.
Attendanceisabove90%thisyearwithabsencemainlyduetoconcernsoverthe
possiblecontractingofCoronaVirus.
Thequalityofteachingandlearning
The quality of teaching and learning is now satisfactory and improving. This has
improved since the last inspection as a result of targeted professional
development opportunities, increasingly effective monitoring by school leaders
and the adequate use of National Curriculum levels in planning. Most teachers
have good subject knowledge. They have clear expectations for students
behaviourandvaluethemasindividuals.Theymakeclearwhatstudentwilllearn
ineachlesson.Planningfordifferentabilitiesisimproving.
Students attitudes to learning are very good and teaching now has a more
positive impact on students progress in most subjects. In some lessons
expectationsarenotwellmatchedtotheneedsofallstudents,inparticularthe
more able. Students know what level they are working at. They are not always
clear about what they need to do to achieve the next level. The accuracy of
teachers assessment of progress is inconsistent. Teachers routinely use
technology to engage and motivate students. Questioning skills are improving.
Sometimestheydonotsufficientlyenablestudentstoextendtheirunderstanding
and think deeply about what they have learnt. Insufficient use is made of the
sciencelaboratoryforpractical,investigativework.IntheFSthereareinsufficient
opportunitiesforchildrentoinvestigateandplayandtolearnindependently.
Meetingstudentsneedsthroughthecurriculum
The implementation of the curriculum is kept under regular review and is now
satisfactory and improving. Appropriate time is now given to Arabic and it is
compliant with Ministry of Education requirements. English, mathematics and
science plans follow the English National Curriculum programmes of study with
the emphasis on students personal development and developing the skills
necessaryforthe21stCentury.TheNationalCurriculumlevelsareusedeffectively
sothatintendedoutcomesaremeasurable.Thecurriculumisbroadandbalanced
andinmostcasestheplansensurecontinuityandprogressionfromtermtoterm
and from one year to the next. On a few occasions, some topics and learning
objectives are repeated at different grade levels with little or no change in the
levelofexpectationoflearningoutcomes.
Teachers are increasingly creative in adapting their plans to ensure they have
relevanceintheUAE.Forexample,Year6studentswereobservedcalculatingthe
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distances between each of the Emirates in a lesson. In another example, FS

childrenlearnedaboutwaterandhowpreciousitis,especiallyinhotcountrieslike
theUAE.
Students have sufficient opportunities to develop leadership qualities by taking
on responsibilities around school. Consequently, most students are very well
preparedfortheirrolesasfuturecitizens.Theyenjoytheadditionalactivitieson
offer such as the clubs, trips and visitors to the school. Provision for students
withSENisimproving.Curriculumactivitiesarenotsufficientlymodifiedtomeet
the needs of more able or gifted and talented students. Teachers planning for
Arabic does not take account of the need and interests of students. Too much
emphasis is given to memorizing at the expense of practising and developing
speaking and writing skills. Support for students in preparation for their next
stageofeducationisimproving.
Theprotection,care,guidanceandsupportofstudents
The protection, care, guidance and support of students is now good. Following
theexamplesetbytheheadteacher,allstafftaketheirdutyofcareveryseriously.
They are committed to providing a safe and supportive learning environment.
Relationshipsareexcellent.Studentsarewellsupervisedandolder oneshelpto
lookafterothers.Expectationsforbehaviourareclearandrewardsandsanctions
are fair. A calm and purposeful ethos prevails at all times. Child protection
proceduresareclearlyunderstoodbyall.Staffarequalifiedandcheckedfortheir
suitability to work with children. Attendance is monitored and absence
systematically investigated. First aid facilities are adequate and effective and
medicines are stored and administered safely. Muslim students haveaccess toa
prayerroomintheadjoiningschooluntilsuchtimeastheyhavetheirownfacility
inthenewschoolbuilding.Provisionforsupportinggiftedandtalentedstudents
isinsufficient.
Thequalityoftheschoolsbuildingsandpremises
The buildings and premises are now satisfactory and improving. The plot is of
sufficient size. The buildings are mostly adequate, and well maintained.
Classrooms and toilets are clean and well ventilated. Additional facilities to
support the curriculum include a swimming pool, science and ICT laboratories,a
small library and research centre, a small grassy playing field and two additional
playareas,onecovered,oneopen.Keystaffareappointedtomonitorhealthand
safetyandtoidentifyandreducerisk.Theownersrespondquicklytoanyissues
thatneedattention.Equipmentischeckedandmaintainedinsafeworkingorder.
Evacuation procedures are regularly rehearsed. The security guard ensures
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visitors identify themselves, sign in and wear identity badges. The school
perimeterissecure.
Afewclassroomsarerathersmallforthenumberofstudentsandconsequently
activitybasedlearningishindered.TheFSalsohaslimitedappropriatespacefor
outdoorlearning.
Theschoolsresourcestosupportitsaims
The school resources are satisfactory and improving. Resources are sufficient in
numberandquantitytosupportthecurriculuminmostareas.Staffaresufficient
in number and well qualified to teach their subjects. Risk assessment and
evacuationproceduresaregood.Thereisalimitednumberofadditionalsupport
stafftohelpstudentsintheclassroomandlackofstrategicapproachtosupport
gifted and talented students. Older students have access to large outdoor play
apparatus;FSchildrenhaveinsufficientlargeapparatus.Allclassroomshavedata
projectors. The ICT suite has an adequate number of computers and there is
Internetaccessacrosstheschool.Olderstudentshaveaccesstolaptopstocarry
outresearch.Thereisinsufficientaccesstotechnologyfortheyoungerstudents
andchildrenintheFS.Resourcesforscienceandphysicaleducationareadequate.
TherearenobooksinthelibrarytofosteraloveofreadinginArabic.Appropriate
resources to support learning for students with special educational needs are
limited.Schooltransportiswellmaintained.Arrangementsforstoringandserving
foodarehygienic.
Theeffectivenessofleadershipandmanagement
Theheadteacherhasbeeninstrumentalindrivingschoolimprovement.Withthe
supportofthemanagementboardandherstaff,shehasbeenthedrivingforcein
bringingaboutimprovementsinalloftheperformancestandards.Shehasledthe
school in responding to the recommendations made by the last inspection. Her
enthusiasm is infectious and staff are inspired and want to improve. They have
prioritised improving students personal development in recognition that this,
together with improvements in teaching and learning, will lead to academic
success. The impact can already be seen in improvements in mathematics and
Englishandintheoveralljudgementforattainmentandprogress.
The daytoday running of the school is smooth and efficient. The management
board support and challenge the school in equal measure and have provided
significant funding for school priorities, including professional development.
Subject coordinators are developing their leadership skills and are increasingly
effectiveinholdingteacherstoaccountfortheirwork.Thereareinconsistencies
intheaccuracyandcollationofassessmentdatafromentrytoFSandthroughout
the school. This leads to some inaccuracies in the selfevaluation. The school
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development plan identifies the shortterm priorities for improvement. It is not

sufficientlystrategicinarticulatingclearandmeasurablelongtermtargets,andis
not grounded in an entirely accurate view of the schools strengths and
weaknesses. Staff, students and parents are consulted regularly. Parents very
much value the school and are supportive of its aims. Their concerns are dealt
withappropriately.

Progresssincethelastinspection
There have been improvements in all of the standards since the last inspection.
Students personal development and care, guidance and support are now good
andleadershipandmanagementhaveimproved.Mostoftheissuesidentifiedin
the last inspection have been addressed or are a work in progress. National
Curriculumleveldescriptorsarenowusedadequatelytoaidbenchmarkingandto
inform assessment. The quality of teaching and learning is improving and is
beginning to have an impact on achievement. Attainment and progress in
mathematicsandprogressinEnglisharenowgood.Thereisstillmoreworktobe
donetofurtherimprovestudentswritingskills.TherearemoreICTresourcesfor
olderstudentstouseinclassrooms.SufficienttimeisnowallocatedtoArabicand
socialstudiesandtheschoolisfullycompliantwithMoEcurriculumrequirements.
Studentsnowhaveaccesstoaprayerroom.Theyhaveabetterunderstandingof
theirlevelofattainment.Theirunderstandingofwhattheyneedtodotomoveto
the next level is inconsistent but improving. Taking account of this recent track
record,theschoolsleadershiphasdemonstratedagoodcapacitytosustainand
buildupontheseimprovements.

Whattheschoolshoulddotoimprovefurther:
1.
i.
ii.
iii.
iv.

2.

3.

AccelerateprogressinArabicbyensuringteachersofArabic:
encourageconsistentuseofstandardArabicratherthancolloquialArabic
inlessons
usespokenEnglishsparinglyinArabiclessons
planlessonswhichtakeaccountoftheneedsofallstudents
provide more resources and opportunities for students to practise their
speakingandlisteningskillsinavarietyofsituations.

Providemoreopportunitiesforstudentstopractisetheirextendedwriting
skillsinEnglish.
ProvidearangeofbookswritteninArabic,bothfictionandnonfiction,in
thelibrary.

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4.
i.
ii.
iii.
iv.
v.
5.
i.
ii.

6.

7.
i.
ii.

Improvethequalityofteachingandlearningby:
furtherimprovingteachersuseofassessmenttoplanforprogressforall
groupsincludingthemostable,giftedandtalentedstudents
ensuringteachersplanningintheFSidentifiesactivitiesthatarelinkedto
morepreciselearningoutcomes
further developing teachers questioning skills and their use of the level
descriptorstopromotehigherorderthinking
enablingstudentstoknowwhatpreciselytheyneedtodotomovetothe
nextlevel
providingmoreaccesstoICTintheFSandlowerprimaryclassrooms.

Reviewcurriculumplanningtoensureitprovides:
continuityandprogressionsothatactivitiesarenotrepeatedindifferent
yeargroupsandallstudentsaresupportedandchallenged
more opportunities for activitybased learning and independent learning,
especiallyintheFS.

Provide more specialist support for the more able, gifted and talented
students.
Ensureschoolselfevaluationismoreaccuratebyempoweringsubjectco
ordinatorsto:
assessstudentsprogressinlessonsmoreaccurately
developtheirskillstosupportteachersinmoderatingassessments.

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InspectionGrades

Inneedofsignificant
improvement

Poor

Very
unsatisfactory

Satisfactory&
Improving

Unsatisfactory

Satisfactory

Satisfactory

Highperforming

Good

BandC

VeryGood

BandB

Outstanding

Performance
Standard

BandA

Standard1:
Students
attainmentand
progress

Standard2:
Studentspersonal
development

Standard3:The
qualityofteaching
andlearning

Standard4:The
meetingof
studentsneeds
throughthe
curriculum

Standard5:The
protection,care,
guidanceand
supportofstudents

Standard6:The
qualityofthe
schoolsbuildings
andpremises

Standard7:The
schoolsresources
tosupportitsaims

Standard8:The
effectivenessof
leadershipand
management

Summary
Evaluation:The
schoolsoverall
effectiveness

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