Private School

Inspection Report

Emirates National School - Manaseer

Academic Year 2015 2016

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 Emirates National School - Manaseer

Inspection Date 22 25 November, 2015

Date of previous inspection 9 12 February, 2014

General Information Students

Total number of
School ID 224 1291
students
Opening year of Number of children
2011 482
school in KG
Number of students Primary 809
Principal Dieu-Anh Nguyen
in other phases

School telephone +971 (0) 2 499 3500 Age range 4 to 10 years

28th Street, Al Manaseer, Al Grades or Year

School Address KG - Grade 5
Bateen, Abu Dhabi Groups

Official email (ADEC) 9224@adec.ac.ae Gender Mixed

Percentage of
School Website www.ens.sch.ae 95%
Emirati Students
Fee ranges (per Largest nationality 1. Jordan 4%
AED 22,000 AED 31,000
annum) groups (%) 2. South Africa 1%

Licensed Curriculum Staff

Main Curriculum American Number of teachers 75

IB Primary Years Number of Teaching

Other Curriculum 28
Programme (PYP) Assistants (TAs)

External Exams/ MAP Teacher-student 1:15 KG/ FS

Standardised tests IB ratio 1:17 Other phases

Accreditation ------------ Teacher turnover 25%

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 Introduction
Inspection activities
Number of inspectors 5
deployed
4
Number of inspection days

102
Number of lessons observed

Number of joint lesson 1

observations
Number of parents 116 (response rate: 9%)
questionnaires
Learning walks; meetings with staff, parents and
Details of other inspection
students (formal and informal); work scrutiny; data
activities
and document scrutiny.

School
Preparing future leaders through innovation in
School Aims education and treasuring of cultural heritage.

Emirates National School (ENS) will provide students

with educational programs that develop character,
School vision and mission uses technology to improve learning, and prepares
students to be leaders and community members.

Open at KG and for grades 1 to 5, admission will be

Admission Policy
based on an assessment of students.

Leadership structure Principal who is also the Campus Director for ENS Al
(ownership, governance and Nahyan Campus, is assissted by Heads of KG and
management) Primary.

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 SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students identified Number of other students

SEN Category
through external assessments identified by the school

Intellectual disability 0 0

Specific Learning
0 0
Disability
Emotional and Behaviour
8 0
Disorders (ED/ BD)
Autism Spectrum
6 0
Disorder (ASD)
Speech and Language
7 0
Disorders
Physical and health
1 0
related disabilities
Visually impaired 2 0

Hearing impaired 1 0

Multiple disabilities 3 0

G&T Details (Refer to ADEC SEN Policy and Procedures)

G&T Category Number of students identified
Intellectual ability 2
Subject-specific aptitude (e.g. in science, mathematics,
4
languages)
Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 0

Psychomotor ability (e.g. dance or sport) 0

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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

School was judged to be: BAND (B) Acceptable

Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding

Acceptable

Very Weak
Very Good

Weak
Good

Performance Standards

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

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The Performance of the School
Evaluation of the schools overall performance
The school provides an acceptable standard of education. The principal and most
of the senior staff are new to the school since the last inspection. The aspirations
of the new leadership team and middle managers to bring about improvement
are evident in their commitment to raising standards in the current school year.
This new management team have not yet secured a firm base from which
improvements will be built. The school provides an inclusive learning environment
for those with special educational needs (SEN). Students are well behaved and
come to school ready to learn and most enjoy the activities offered to them.
Attainment is acceptable in all the core subjects of Arabic, Islamic education,
social studies, English, mathematics and science. The large majority of students
enter KG with a low base in their key foundational Arabic literacy skills and most
students have had little exposure to the English language. Most children in KG
make good progress; this slows as they enter the primary grades. Almost all
teachers have the knowledge and skills to provide interesting lessons but many
are new to the school and have very limited prior experience of the enquiry based
curriculum that is integral to the Primary Years Program (PYP) that forms part of
the International Baccalaureate (IB).
Progress made since last inspection and capacity to improve
The school has made relatively limited progress in improving the quality of
education since the last inspection. The improved behaviour of students has
meant the school now provides a calm learning environment. Attainment in
Arabic and English has risen, and is now acceptable; this has been achieved
through better attention to phonics and letter recognition in both languages.
Classroom teaching is now at a satisfactory level. Professional development has
enabled teachers to strengthen their classroom management skills. The school
has not been able to effectively monitor the impact of its considerable training
programme, but the current use of Bloom Board is a positive step in that
direction.
The school has made productive steps to strengthen the quality of the curriculum.
The implementation of the PYP curriculum is still at an early stage and as yet, has
made little impact on what happens in the classroom. Provision for meeting the
needs of students with SEN has been greatly enhanced and they make good
progress against their individual targets. More able students do not benefit from
such a personalised approach.

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The school has access to useful data from the standardised Measures of Academic
Progress (MAP) tests; analysis of this information is weak and has little impact on
classroom activities or in evaluating the overall performance of the school.
The senior leadership team has demonstrated an acceptable capacity to make
further improvements.
Development and promotion of innovation skills
The school is working to understand how innovation skills might be integrated
into the KG and primary classes. The PYP curriculum provides the enquiry based
approach that encourages discovery and innovation, but this is not yet realised in
day-to-day learning activities. Most students demonstrate a willingness to
cooperate and they enjoy working together. Teachers do not sufficiently
challenge students to collaborate on more open-ended lines of enquiry.
Classrooms were well equipped with multiple learning resources; age appropriate
books, white boards and other practical resources. Students often use a variety
of materials including digital technologies and some bring their own IPads into the
classroom. In a few classes, students used the Interactive White Board (IWB) to
build their English vocabulary. The school provides a number of after school
recreational, academic and sporting activities including robotics, in line with the
UAE focus innovation in Science, Technology, Engineering and Mathematics
(STEM).
Occasionally teachers devise projects that link to the PYP Units of Enquiry and
these provide one off opportunities for creativity. Examples include erosion
studies and climate change units in preparation for National Day celebrations.
Students were enthusiastically engaged in preparing materials, displays and
presentations demonstrating awareness and appreciation of their greater
community. To support their understanding of Islam, students as young as Grade
3 are given the option to actually participate in prayer sessions as opposed to just
learning about expectations.

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The inspection identified the following as key areas of strength:
the behaviour and attitudes of most students
the inclusive ethos of the school and provision for, and progress of, those
students with special educational needs (SEN)
students appreciation of the UAEs culture and ethics
student involvement in community activities
the aspirations of the new leadership team and middle managers to bring
about improvement.

The inspection identified the following as key areas for

improvement:
the amount of taught time for Islamic education in the curriculum
the relatively slow pace of improvement between inspections
the implementation of the PYP curriculum
attainment and progress in all the core subjects
the expertise of teachers to deliver an enquiry-based curriculum
attendance and punctuality.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable

Islamic
Education
Progress Acceptable Acceptable

Attainment Good Acceptable

Arabic
(as a First Language)
Progress Good Acceptable

Attainment N/A Acceptable

Arabic
(as a Second
Language) Progress N/A Weak

Attainment Acceptable Acceptable

Social Studies
Progress Acceptable Acceptable

Attainment Acceptable Acceptable

English
Progress Good Good

Attainment Acceptable Acceptable

Mathematics
Progress Acceptable Acceptable

Attainment Acceptable Good

Science
Progress Acceptable Good

Language of
Attainment N/A N/A
instruction (if other
than English and
Arabic as First Progress N/A N/A
Language)

Other subjects Attainment Acceptable Acceptable

(Art, Music, PE)

Progress Acceptable Acceptable

Learning Skills
(including innovation, creativity, critical
Acceptable Acceptable
thinking, communication, problem-
solving and collaboration)

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Students attainment and progress are acceptable. Attainment in Arabic and English
are broadly acceptable; the progress made by students in the Kindergarten (KG) in
both languages is good. This has been achieved by proper attention to the
development of foundational literacy skills. Progress in Arabic in KG is good because
students' listening, reading and writing skills meet high curriculum expectations.
Students develop their reading and writing skills well, from the start of KG1 to the
end of KG2. For example, in KG2, the majority of students recognise the letters of
the alphabet, copy two and three-letter words, and recognise the words of the
picture and the letters these words begin with. Almost all students in KG1 and KG2
understand and respond to spoken standard Arabic.
For almost all students, English is a second or additional language and they struggle
to acquire the language fast enough to enable them to fully access the curriculum.
Children enter KG with very weak literacy skills in English but although they make
good progress by the end of KG1 teachers assessment of their childrens attainment
still puts them up to two and half grade levels behind their peers in the USA. This is a
large gap in attainment and students do not overcome this deficit by the end of
Grade 4 when they move to the middle and high school and remain up to two years
behind their expected grade level.
In Islamic education and social studies, the large majority of the students attain
levels that are in line with the Ministry of Education (MoE) curriculum standards. In
KG1, most of the students memorise, read and repeat short Surahs (verses) from
the Holy Quran and respect their Islamic faith. In Grade 1, a large minority of the
students demonstrate a good knowledge about the prophet (PBUH) appropriate to
their age level. By the time students reach grades 3 and 4, most have made the
progress expected by the curriculum and have an adequate appreciation and
understanding of how Islamic values influence UAE society.
Attainment and progress in mathematics is acceptable. Numeracy skills are
developing appropriately and a large majority of students at all grade levels acquire
the knowledge, skills and understanding required by the schools choice of an
American curriculum. From KG1 to Grade 4 the school measures achievement
through the MAP assessment system. Each grade from KG through to Grade 4 is
achieving at a level 18 months below comparative American schools. This disparity
is consistent from grade to grade and year to year. Almost all students have to learn
the specialist mathematics vocabulary in English and initially this slows the progress
they make. Students in most classes learn their numeracy skills by listening to the
teacher and then completing workbook exercises. They have access to a wide
variety of practical resources, including mini white boards, cards, cube, dice and a
plethora of counting objects.

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Attainment and progress in science is acceptable. The youngest children in the
school can identify living and non-living things and offer ideas about what living
things need to survive. They were using the scientific method to explore how things
grow. Grade 2 students were able to compare and contrast life in the UAE in the
past and today. Through research, they were able to identify foods, shelter, clothing
and transportation used in two distinct eras and draw conclusions about life during
these times. Grade 4 students studied falcons and were able to identify the different
types of falcons and what they eat. They learned about the habitats in which they
live and why they are the national bird of the UAE. The school visit of the Falconers
extended and enhanced their learning.
Students make particularly good progress in their physical skills. Most have acquired
essential swimming skills by the time they leave the school at the end of Grade 4.
Through regular and well planned sessions in the schools gym, younger students
make good progress in developing their coordination and flexibility and learn a love
of exercise.
Students acquire useful learning skills during their time in KG. They learn how to
make choices about their learning and to manage their own resources. In the
primary years, students quickly learn how to work with a partner or cooperate with
others in a small group. In carousel activities, students move between different
learning centres with very little fuss and settle to their new tasks quickly.

Performance Standard 2: Students personal and social development,

and their innovation skills

Students personal and social development, and

KG Primary Middle High
their innovation skills Indicators

Personal development Good Acceptable

Understanding of Islamic values and awareness

Good Good
of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable

Students make good progress in developing their personal and social skills, in
particular their understanding of Islamic values and awareness of Emirati and world
cultures. The behaviour of students in classes, corridors and during break-times is
good. A few students report rare cases of fighting and bullying in the school.

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Students are aware of the procedures to follow should such incidents affect them.
Students develop a clear appreciation of Islamic values, which the school promotes
effectively through a range of activities. For example, there is a prayer time
dedicated for grade 3 and grade 4 students supervised by teachers to instil the
values of prayer or salah. Students recite verses from the Holy Quran in the
morning assembly and values are reinforced through prayers and responses to
Islamic greetings.
Students show a good appreciation of the culture and heritage of the UAE and are
enthusiastic participants in cultural events. There was great excitement and interest
from students, including KG children, when they observed the national bird, a white
falcon, as a visitor with his falcon handler in the heritage area. Students demonstrate
an appreciation of their own and other cultures. For example, students say that they
are aware of the different backgrounds of their peers and exist together as one
inclusive community. During a national day celebration rehearsal, students dressed
up from different countries such as the USA, Italy and Saudi Arabia to celebrate the
different cultures present in the UAE. Students share positive relationships with
their peers and their teachers.
Attendance is weak at 91% and punctuality is inconsistent. A large number of
students arrive after the singing of the national anthem and most are not sure at
what time they become officially tardy. Most students appear unaware of their
environmental responsibilities and drop litter in the playgrounds during break-times.
As students move up through the school, they are not provided with sufficient
opportunities to take on leadership roles in school and to make contributions to
their community.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Acceptable

Assessment Acceptable Acceptable

The quality of teaching and assessment is broadly acceptable. The quality of lessons
observed ranged from a few that were judged to be very good to a minority that
were deemed weak. The large majority were judged to be at least acceptable. More
effective teaching was mainly seen in English, mathematics and science. The

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majority of the students have positive attitudes toward learning and can recall what
they have learnt in previous lessons. Students demonstrate a commitment to
cooperation and progress whether it is in plenary sessions, group work or
completion of workbook exercises; they do what the teacher tells them to do and
require only minimal supervision.
Traditional teaching routines are well established across the school. Most lessons
begin with the demonstration of a new skill, reinforced by smart board example,
and followed by workbook exercises. A large minority of teachers are able to
adequately pace the various components of the lesson to keep the students
engaged and facilitate learning. Most teachers are knowledgeable in their subject
areas and provide sequential and appropriate learning opportunities. The use of
American core curriculum workbooks is helpful in embedding learning concepts.
Planning for learning remains an area of weakness. Teachers take account of the
broad curriculum goals in their weekly plans but pay insufficient attention as to how
those goals will be achieved. They rarely make clear to students the lesson
objectives, only informing them of the activities to be undertaken. Without lesson
objectives, students often remain unclear at the end of a lesson as to what has been
learnt or how well they or their peers have performed. Classroom relationships are
generally good. Most teachers have adequate classroom management skills to
ensure lessons run smoothly. In a few Islamic education lessons, relationships are
negative, do not encourage learning and result in the disinterest and disengagement
of a minority of students.
A large majority of lessons in mathematics were heavily supported by workbook
exercises and did not provide opportunities for students to use enquiry based
methodology. In a better example, in mathematics, a Grade 4 teacher was able to
combine white board demonstration as students followed using manipulatives.
Students were able to show mastery as the lesson progressed. Although the school
has purpose-built science laboratories, these are rarely utilised as they were
intended for much older students and now provide inappropriate facilities.
In KG classes, teachers plan their day using a structured High Scope approach that
encourages young children to construct their own learning by doing and being
involved in working with materials, people and ideas. In such minority of classes
where this approach is understood and delivered, children successfully begin to
make choices about their learning. A majority of KG classrooms are not sufficiently
spacious to provide for the creation of the range of learning centres that would
enable students to progress their knowledge and skills through discovery and play.
Assessment processes are generally acceptable. The school derives good summative
assessment reports from its MAP data. This information is not analysed to inform
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decision making that would provide strategic interventions to support low or high
able students or different cohorts of students. Informal summative assessment is
undertaken by most class teachers but the information from these rarely influences
how students are grouped or lessons delivered. There are limited opportunities
given to students to develop their 21st century skills such as collaboration,
communication and critical thinking. Teachers check learning through question and
answer sessions and more formal interim assessments. The use of rubrics to inform
students of assessment requirements or to help them assess their own learning is
intermittent.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Weak

Curriculum adaptation Acceptable Acceptable

The curriculum provision made by the school is acceptable. The school does not
provide sufficient taught time for Islamic education; this is a breach of ADECs
regulations.
The curriculum framework has a clear rationale. The school is accredited by the
International Baccalaureate Organization (IBO) to implement the PYP. The
curriculum is American and is based on the Common Core Curriculum Standards
(CCCS). The school plans effectively for the continuity and progression in the
education of students. After Grade 4, those who transfer to the linked middle and
secondary schools, will remain in a PYP American programme and at the end of
Grade 12, they will be eligible for an International Baccalaureate Diploma. The
implementation of the PYP does not consistently incorporate the best practices for
this programme. Teachers very much appreciate the provision of collaborative
planning time but few lessons implement the enquiry cycle approach. Most teachers
are not rigorous in building innovation, research and critical thinking skills into their
lessons in order to better prepare students for academic success.
Extra-curricular options provide students with choices that foster interests and
aspirations. For example, Grade 4 students take robotic demonstrations to the
Officers Club. Other activities include sports such as basketball, soccer and
swimming. Both girls and boys enjoy the opportunities to take part in sports teams.

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Field trips are an integral part of the curriculum; they support student learning and
make valuable real-world links. For example, Grade 3 students, in conjunction with
their science unit, went kayaking off Yas Island to study the effects of erosion.
Additional trips have included visits to the Police and Fire Stations, Heritage Village
and Sheikh Zayed Mosque. When considering planning for the term teachers often
miss opportunities to make cross-curricular links.
The values and culture of the UAE are effectively celebrated and showcased through
assemblies and activities. Throughout the schools corridors and shared spaces
there are several interesting and informative displays of UAE history and culture.
Students are surrounded by artefacts and images that celebrate the UAE.

Performance Standard 5: The protection, care, guidance and support

of students

The protection, care, guidance and support of

KG Primary Middle High
students Indicators

Health and safety, including arrangements for

Good Good
child protection/ safeguarding

Care and support Acceptable Acceptable

The schools procedures or the protection, care, guidance and support of its
students are acceptable. The school has a clear and formal child protection policy
that is well known by the staff in KG and the primary department. A few students
report cases of bullying. The school has adequate formal procedures for protecting
its students and has good systems for encouraging students to seek methods of
conflict resolution. Displaying principled behaviour is a theme of school life. This is
demonstrated through adherence to the essential agreements relating to behaviour
and respect which are clearly displayed in most classes. Most KG children do not
understand the concept of principled behaviour but they enjoy following
classroom routines without fuss and they move around the school under
supervision in a most controlled manner.
The school has good arrangements for maintaining student health and safety. The
maintenance of the building ensures a clean and hygienic environment, and records
are kept meticulously. The building is fully accessible to any staff, students or
visitors with impaired mobility. There are ramps from the outside of the building and
an elevator to the two upper floors. Despite the schools best intentions to promote
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healthy eating and lifestyle, at the recent market-day for grades 3 and 4 the best-
selling items were sweets.
There are generally positive relationships between teachers and their students.
Students move between activities and from class to class in a calm and orderly
fashion with many displaying the ability to monitor and adjust their own behaviour.
The school has not developed effective strategies for promoting better attendance
and punctuality.
The school has worked successfully to develop an inclusive learning environment
that is very supportive to its students with SEN and this is a strength of the school.
Procedures for supporting the learning of students with SEN are good. Individual
Education Plans (IEP) are detailed, set achievable targets and provide clear guidance
for classroom teachers. Parents, teachers and where appropriate students, are
involved with the review of their IEP. Case files are managed efficiently and contain
relevant documentation. Students make good or acceptable progress against their
IEP targets. Over the last three years, the school has developed the capacity to
support students with a range of acute and challenging special needs. For example,
they have successfully provided for the needs of students with rare chromosomal
disorders, social conduct disorders and students with sensory and physical
impairments. In one Grade 2 class, a student with visual impairment took full part in
the lesson with the support of a shadow teacher.
The school has not developed procedures for the identification of its gifted and
talented students. In most lessons, students who complete tasks at a faster speed
than their peers are not challenged to take their learning further and a few students
use this time to cause minor disruptions. Parents report their anxiety about
transition between grades 4 and 5 when students have to move schools. They are
concerned that at 10 years old, students are not sufficiently prepared for the more
challenging environment presented by the boys school in particular. re and support

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Acceptable

Self-evaluation and improvement planning Acceptable

Partnerships with parents and the community Good

Governance Acceptable

Management, staffing, facilities and resources Good

Leadership and management are acceptable. The principal is well supported by the
Emirates National School Group. Representatives from the board meet regularly
with the principal to monitor and agree policy and budgetary matters. The
introduction of the PYP has started to provide a curricular framework within which
leaders are able to assess the quality of teaching and learning. This process is not yet
fully embedded. There has been slow progress in addressing the recommendations
of previous inspection reports. There are effective formal and informal procedures
for observing teachers in the classroom. The results of observations and
walkthroughs are providing greater direction for staff training. The school has been
quick to identify good practice and to support the initiatives of staff when they
conduct their own training.
The school has appointed a number of new administrators into the leadership of the
school over the last year. This young leadership team does not provide coherent
oversight of school performance or give sufficiently inspirational leadership to the
teaching force. The school does not present a clear vision about the schools
direction that is known and owned by its teachers, or which provides a strong
framework for decision making.
Procedures for completing the schools self-evaluation have assisted the school in
making appropriate judgements about its own performance. The process of arriving
at these judgements does not include contributions from staff at all levels and does
not sufficiently identify the sources of evidence used. The school development plan
(SDP) correctly identifies areas for improvement and puts in place actions and
accountabilities that should bring about the desired improvement. The plans targets
are challenging, but are not securely founded on known baseline performance. The
date for the first review of the SDP was not met.
The school has established a good relationship with its parents. All those parents

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interviewed believed that they had made a positive choice of Emirates National
when looking for a school for their children. They value the Islamic values it
promotes and the security and safety of the school. Numbers returning the
questionnaire were very low but few parents raise any substantive concerns about
the quality of the provision. Communication with parents is good. They have good
access to information about their childs progress through written reports and the
schools on-line ManageBac platform. Parents have little direct say in the decision
making process of the school and there is no active Parent-Teacher Association.
The school runs fairly smoothly on a day-to-day basis; the lack of substitute teachers
to cover absent staff is a concern for the teaching staff. The school provides a good
environment with sufficient space for students to learn and grow. There are very
good facilities for physical education and these are used effectively. The school has
specialist science laboratories and computer suites from when it provided for much
older students. These rooms have not been adapted for use by primary age
students. The school has good resources in classrooms. There remains a heavy
reliance on textbooks in some subjects which does not support the challenge
required by an enquiry-based curriculum.

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What the school should do to improve further:
1. Ensure Islamic education meets ADEC regulations for curriculum time.

2. Fully implement the PYP curriculum by providing:

i. teachers with training that ensures they have a clear idea of how to
plan collaboratively to ensure that Units of Enquiry conform to IB
expectations
ii. teachers with the coaching that enables them to fully appreciate
the strategies and classroom organisation that delivers the PYP
curriculum
iii. teachers with the resources that support the enquiry based
curriculum.

3. Improve attainment in all core subjects by:

i. ensuring all students have realistic but challenging targets for
improvement
ii. using rubrics more consistently in lessons so that students are clear
about what they need to do complete work successfully
iii. requiring all teachers to have clear objectives for each Unit of
Enquiry that are shared and reviewed with students at the start and
end of each lesson
iv. identifying those students who learn at a faster rate than their
peers and use the flexibility in the curriculum to provide extension
and enhancement activities.

4. Strengthen leadership and management by:

i. establishing a wider base for completing the annual self-evaluation
so that staff at all levels make a contribution
ii. ensure the school development plan has secure baseline
information by which to measure the schools progress in achieving
its targets
iii. ensure that dates for review of the development plan are met.

5. Improve attendance to at least 92% by:

i. implementing more effective systems to monitor and regulate
attendance to identify those individuals or groups who are most
absent and work with their families to secure improvement
ii. ensuring that parents receive prompt communication of their
childs absence through the use of technology and first day calling
iii. developing a system of rewards for good attendance.

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