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Edarabia ADEC Lycee Francais Theodore Monod Private School 2015 2016 PDF
Edarabia ADEC Lycee Francais Theodore Monod Private School 2015 2016 PDF
Edarabia ADEC Lycee Francais Theodore Monod Private School 2015 2016 PDF
Inspection Report
Theodore Monod
Page 1 of 16
Theodore Monod
Inspection Date
Date of previous inspection
February 1, 2016
to
February 4, 2016
March 9, 2014
to
General Information
Students
School ID
57
Total number of
students
1122
Opening year of
school
2003
Number of children
in KG
324
Principal
Vincent Gorse
Number of students
in other phases
Primary:
Middle:
High:
School telephone
Age range
3 to 14 years
School Address
Grades or Year
Groups
Kindergarten to Grade 8
theodoremonodad.pvt@ad
ec.ac.ae
Gender
Mixed
School website
www.aflec-fr.org/ltmonod
% of Emirati
Students
3%
Fee ranges
Low to medium:
AED 19,100 AED 24,200
Largest nationality
groups (%)
1. French (29%)
2. Lebanese (27%)
3. Algerian (6%)
Licensed Curriculum
611
187
0
Staff
Main Curriculum
Number of teachers
68
Other Curriculum
----------
Number of teaching
assistants (TAs)
13
External Exams/
Standardised tests
Teacher-student
ratio
KG/ FS
1:25
Other phases
1:25
----------
Teacher turnover
26%
Accreditation
Page 2 of 16
Introduction
Inspection activities
Number of inspectors
deployed
99
Number of parents
questionnaires
Details of other inspection
activities
School Aims
Admission Policy
Leadership structure
(ownership, governance and
management)
Page 3 of 16
Intellectual disability
15
Specific Learning
Disability
Autism Spectrum
Disorder (ASD)
Visually impaired
Hearing impaired
Multiple disabilities
SEN Category
Number of students
identified
Intellectual ability
0
Page 4 of 16
Band B
Satisfactory (Acceptable)
Band C
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 5 of 16
Very Weak
Satisfactory
Acceptable
High Performing
Good
Band B
Weak
(B)
Band A
Very Good
Performance Standards
BAND
Outstanding
provision for UAE social studies, as per the Organising Regulations of Private
Schools in the Emirate of Abu Dhabi
further improvement of student attainment in Islamic education and Arabic
external, national and international benchmarking of students attainment.
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KG
Primary
Middle
Attainment
N/A
Weak
Weak
Progress
N/A
Acceptable
Acceptable
Attainment
Acceptable
Acceptable
Acceptable
Progress
Acceptable
Acceptable
Acceptable
Attainment
N/A
Good
Acceptable
Progress
N/A
Good
Acceptable
Attainment
N/A
Very Weak
Very Weak
Progress
N/A
Very Weak
Very Weak
Attainment
Acceptable
Good
Very Good
Progress
Good
Good
Very Good
Attainment
Acceptable
Good
Good
Progress
Good
Good
Very Good
Attainment
Acceptable
Acceptable
Good
Progress
Good
Acceptable
Good
French, the
language of
instruction
Attainment
Acceptable
Good
Good
Progress
Good
Good
Good
Other subjects
Attainment
Acceptable
Good
Good
Progress
Good
Good
Good
Good
Good
Good
Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
High
Social Studies
English
Mathematics
Science
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Students are able to talk about Islamic values and the cultural heritage of the UAE,
and express appreciation of the cultural celebrations in which they have taken part.
Students personal commitment to learning grows as they progress through the
school. This positive attitude and enjoyment for learning is particularly strong in older
students in English and science lessons. In almost all lessons, students interact well
with each other and with their teachers and they are able to communicate their
learning well. In science lessons, particularly, older students are able to make clear
connections between their learning and the real world. Students value researching
for themselves and learning in innovative ways.
KG
Primary
Middle
Personal development
Very Good
Very Good
Very Good
Acceptable
Acceptable
Acceptable
Good
Good
Good
High
Students have a very strong sense of personal responsibility and show independence
of mind. For example, younger primary phase students use the library independently
in choosing books and discussing their reading with peers. Students attitudes to
school and to others result in excellent behaviour. They are self-disciplined, respond
very well to their peers and adults, and resolve any difficulties in mature ways.
Students enjoy excellent relationships with staff. They report that they feel safe,
valued and supported and this, in turn, leads to effective relationships amongst
students. Students demonstrate a commitment to following a safe and healthy
lifestyle and show maturity when explaining the reasons for, and encouraging others,
in making healthy eating choices. Attendance for the last 12 months is good at just
over 95%.
Students demonstrate an acceptable level of understanding of Islamic values. They
have some understanding of the relevance and impact of these values on everyday
life in the UAE. Students recognise and appreciate Emirati heritage and UAE culture.
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Students have a clear understanding and appreciation of their own culture and can
describe a few aspects in which their culture is similar to, and different from, a variety
of others. They enjoy opportunities to interact with students from the many other
cultures in their school.
Students are generally aware of their responsibilities in the community but do not
benefit from more opportunities to participate in a wider range of cultural and
environmental awareness activities. They have an excellent work ethic and
demonstrate initiative and innovation. For example, they use the library to good
effect to develp skills in thinking critically, solving problems and carrying out
independent research skills.
KG
Primary
Middle
High
Good
Acceptable
Good
Acceptable
Acceptable
Acceptable
Overall, the quality of teaching and assessment is acceptable. Good or better teaching
takes place in lessons across all phases in the school, and consistently so in KG and
the middle phase in English, French, mathematics and science. Teachers use their
subject knowledge well to help students in their learning. Most provide opportunities
for students to work in groups and to take responsibility for their own learning.
Teachers and students interact very well and this helps to create a motivating learning
environment.
Most teachers are skilled in their use of questions to inspire students inquisitiveness.
Their questions are well focused and mostly individualised for particular students.
Most teachers adjust the pace of learning as a result of students responses. As a
result, students make good progress in these lessons. In a few lessons at evey phase,
teachers use a wider range of methods to enable students to work more
independently. In these lessons they enable students to work in groups and provide
a range of activities where students can work collaboratively, to be creative and apply
deeper thinking. Teaching, particularly in science and English, develops students
critical thinking appropriately through group and individual problem-solving tasks
where students apply their skills of analysis, creativity and critical thinking. Teachers
make best use of the accommodation and resources to vary the learning experiences
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they provide.
Almost all teachers know students well and plan the next stages of learning in a
systematic way, taking account of the curriculum requirements. Teachers in the KG
assess and talk to children about their learning individually and report childrens
progress to parents every week. Internal assessment processes in the school are
acceptable overall, based on regular marking and continuous assessments to ensure
students are making progress. This information needs to be used more effectively to
plan improvements and set targets for students so that they understand how to
improve. Systems to compare the schools results with external benchmarking to
assess the overall standards in the scho0l are weak and underdeveloped. The school
leadership has recently introduced a new data management system in order to gain
a better overview of the schools performance.
KG
Primary
Middle
Acceptable
Weak
Weak
Curriculum adaptation
Acceptable
Acceptable
Acceptable
High
The curriculum is acceptable overall; it does not fulfil the requirement of ensuring
provision of a key subject, social studies as part of the taught curriculum.
The curriculum has a clear rationale based on the schools aims and is broad and ageappropriate. Itis relevant and effective in developing knowledge, skills and
understanding and closely follows the requirements of the French National
Curriculum. The curriculum does not meet requirements for UAE social studies and as
such is not appropriately balanced.
The curriculum is planned so that learning in subjects taught in French and English
builds well on students previous achievements. Older students can choose extra
languages in addition to French, Arabic and English. This is an important strength in
helping students to prepare as international citizens. Cross-curricular links are
planned and managed very well to help students transfer learning from one subject
to another, such as in their use of meteorological data in mathematics. The school
conducts regular curriculum reviews, some of which are under the guidance of French
government inspectors who monitor curriculum implementation. This ensures that
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the school develops its curriculum to meet the needs of students. This process is more
effective in the French National Curriculum than the MoE curriculum. The recently
arrived co-ordinator of Arabic is carrying out a review for subjects taught in Arabic
and this is intended to lead to improvements in learner outcomes.
The school adapts and modifies the curriculum generally well to meet the needs of
most groups of students. Textbooks still drive the curriculum too much in the early
primary phase. Opportunities for enterprise, innovation, creativity and social
contribution are provided throughmost curricular areas. Such opportunities exist
particularly in science where, for example, students experiment in designing their
own circuit boards to test hypotheses relating to circuits, switches and voltage. In
English, students prepare presentations at home and video these in lessons. The
school provides appropriate learning experiences to develop students
understanding of the UAEs culture and society but these are not fully integrated into
the curriculum. Although Arabic is not a required subject in KG, the school has made
provision for this to support its aims. The school does not provide sufficient extracurricular activities to help develop the talents and interests of the majority of
students. Parents regret the loss of this previously valued aspect of school provision
and the absence of school trips.
KG
Primary
Middle
Health
and
safety,
including
arrangements for child protection/
safeguarding
Good
Good
Good
Good
Good
Good
High
The school has appropriate child protection and safeguarding procedures which are
shared on the school website and reviewed regularly. School records indicate regular,
thorough checks on the accommodation and premises to ensure that any dangers are
noted and swiftly addressed. Students are always properly supervised around the
school and on school transport to ensure their safety. Emergency evacuation drills
are conducted regularly. The school records the detail of any incidents that occur
which affect students health, safety or wellbeing, and logs the action it takes
appropriately. The school is clean and well maintained. Healthy lifestyles are
promoted by, for example, monitoring students lunch boxes during breaks, through
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cleanliness checklists, and health awareness class visits by the nurse. The school
premises, equipment and resources are suitable and provide a safe, inclusive
environment for students.
Relationships between staff and students are a strength of the school. Teachers know
their students well and are aware of their individual needs. Mutual respect, trust and
confidence characterise interactions between staff and students. Exemplary
behaviour is maintained through consistent high expectations and adult modelling of
behaviour. Systems for managing attendance and punctuality, including follow up of
unauthorised absences, are very efficient and effective. Parents are notified promptly
of any concerns about individual students. The school actively promotes good
attendance but has insufficient measures in place to recognise and reward it. The
school has appropriate procedures in place for identifying students with special
educational needs. School admission procedures are inclusive. Specialist staff identify
and support those students who require individualised educational programmes
(IEPs). All students have a designated teacher to whom they can turn for help and
advice. Students feel well supported.
Acceptable
Acceptable
Acceptable
Governance
Good
Good
The principal, vice principal and head of primary phase are dedicated to the school.
They display strong professional competence. They have a clear understanding of the
schools strengths and areas for development. A few of the schools plans for
improvement are aligned to local and national priorities, for example the
underachievement of students in Islamic education and Arabic. Plans for addressing
the weakness in provision for social studies have not yet clarified the schools
intentions and timescales for addressing this important gap in students learning. In
many departments and phases of the school, teams of staff work together effectively
and successfully. Leaders demonstrate a commitment to inclusion and to making
Page 14 of 16
effective provision for students with special educational needs. School leaders are
establishing a shared vision which is being communicated to all stakeholders.
Consultation is a regular feature of the work of senior staff. Relationships are
professional and morale in the school is positive.
The school receives regular feedback through visits from French government
inspectors and AFLEC advisers. It takes formal steps through its school board to find
out what parents, students and others feel about the quality of the schools work.
Senior leaders have an overview of the work of staff and evaluate their effectiveness.
The schools improvement plan has brought about some of the intended
improvements. A high number of staff and some parents are involved in development
committees that are aligned to the inspection framework standards.
Parents are proud of their school and express high degrees of satisfaction with school
performance. They say that their children enjoy school and like their teachers. The
school website is being used increasingly and is augmented by the innovative school
portal. Reporting to parents is regular and gives parents a general idea of student
progress. Reporting and feedback to parents in KG is a significant strength. The school
has appropriate links with other schools within the AFLEC network, in Dubai and in
Beirut.
The Governing Board includes representation from the school community, including
parents and teachers. It uses information to discuss the schools performance with
senior leaders and to hold leaders to account for school performance. The Governing
Board has addressed previous inspection report recommendations by extending
school buildings and securing permission for a new build on a green field site. Parent
Governing Board members expressed concern about securing the schools future
within the regulatory framework. The governors have not yet ensured that all staff
have the required ADEC approval although the process is underway. Working with
senior school leaders, the Board now needs to ensure that the important weakness in
the school curriculum are addressed.
The school has sufficient, qualified teachers to provide a broad and appropriate
curriculum for almost all students, including provision of support from specialists for
students with SEN. The premises and facilities provide a clean, safe environment for
learning and teaching. The KG building is well organised, adequate and well
maintained. Leaders are adept and creative in making the best use of the available
resources. The school is equipped with good quality, modern resources, including
technology. Investment has led to variety and breadth in materials and this helps
students engagement as well as curriculum breadth and balance. Resources are
distributed fairly and efficiently.
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