InspectionReport

HorizonPrivateSchoolBranch

AcademicYear20142015

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HorizonPrivateSchoolBranch

InspectionDate
SchoolID#

25February2015
6

LicensedCurriculum

American

NumberofStudents

1,815

AgeRange
Gender
Principal
SchoolAddress

3to19years
Mixed
AmalShahine
POBox41989,KhalifaCityA,AbuDhabi

TelephoneNumber

+971(0)25560811

FaxNumber

+971(0)25560822

OfficialEmail(ADEC)

horizonbranch.pvt@adec.ac.ae

SchoolWebsite

www.horizonprivateschool.com

Dateoflastinspection May2013

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDB;

GRADE4

Themainstrengthsoftheschoolare:

student attainment is broadly in line with international standards and

progressissteadyandimproving
students positive attitudes to learning, confident interpersonal skills and
enjoymentofschool
curriculumimplementationeffectivelypromotes21stCenturyskills
thecalmandcaringatmosphereinwhichstaffgivehighprioritytostudent
safetyandwelfareandmaintainpositiverelationships
theresourcesprovidedtosupporttheKindergarten(KG)curriculum
the principals strong leadership and direction, which promote staff
commitmenttotheschoolsvisionandensurecontinuousimprovement
effectivepartnershipsandcommunicationlinkswithparents.

Themainareasforimprovementare:

attainmentlevelsinallcoresubjects,particularlyformoreablestudents
opportunitiesforstudentstodevelopleadershipskills
theuseofassessmenttoplanandadaptactivitiessothattheychallengeall
students,particularlythemoreable
implementation of the KG curriculum in order to provide structured and
purposefullearningactivitiesinallclasses
readingmaterialsinthelibrariestoenhanceresearchandliteracyskills
greaterfocusduringlessonobservationsonthequalityoflearning
understanding by middle leaders of the importance of monitoring and
supporting teachers use of assessment data to plan and deliver lessons
thattargetallstudentslearningneeds.
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Introduction
Theschoolwasevaluatedby5inspectors.Theyobserved 94lessons,conducted
severalmeetingswithseniorstaff,coordinators,teachers,supportstaff,students
and parents. They analysed test and assessment results, scrutinised students
workacrosstheschool,analysedthe683responsestotheparentsquestionnaire
and considered many of the schools policies and other documents. The
leadership team was fully involved throughout the inspection process and
conducted4jointlessonobservations.

DescriptionoftheSchool
HorizonPrivateSchoolBranchopenedin2008andislocatedinKhalifaCityAbu
Dhabi.The schoolsmissionistopreparedistinguishedcitizenswhohonortheir
nationalidentity,maintainpersonalgrowth,andstriveforacademicexcellence.It
aims for students to become lifelong learners and make a difference in this
challengingglobalenvironmentandtodemonstratethevaluesofresponsibility,
respect,tolerance,honestyandcooperation.
The school follows an American curriculum. Arabic, Islamic education and UAE
social studies are taught using the required Ministry of Education (MoE)
curriculum.Theschoolhaschangedthisyear fromusingtheIowaTestsofBasic
Skills(IBTS)andstudentsparticipateinsteadinNorthwestEvaluationAssociation
(NWEA) Measures of Academic Progress (MAP) testing. Student admission
procedures include an interview in KG to assess school readiness, and written
placement assessments of ability in English, mathematics and Arabic for other
grades.
Studentnumbershaveincreased by41%since thepreviousinspection.Thereare
1,815students,53%areboys.Thereare518childreninKG,1,035studentsingrades
1to5,200studentsingrades6to9and62studentsingrades10to12.Almostall
studentsareMuslimand77%areofArabheritage;58%areEmirati,8%Jordanian,
7% Egyptian, 5% American, 3% Lebanese, 2% Pakistani, and smaller percentages
from 44 other countries. The school has identified 30 students with special
educational needs (SEN), and 125 students are identified with language and
literacydifficulties.Nostudentsareidentifiedwithspecificgiftsandtalents.
Currently the school is governed by a Board consisting of only 2 members, the
ownersrepresentativeandtheprincipal.Theprincipalisinherseventhyearinthe
role.Theseniorleadership team(SLT)includestheassistant principal andheads
ofsectionforKG,Grades1and2,Grades3to5,andGrades6to12.Thereare129
fulltimeteachingstaffand54teachingsupportstaff.Thereare23administrative
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staff,2nursesandasocialworker,8securitystaffand8technicalstaff.Teacher
turnoverislowat10%.Thecurrentschoolimprovementpartnerisinherfirstyear
withtheschool.
FeesrangefromAED20,800inKGtoAED39,000inGrade12.Thereareadditional
feesforbooksandtransport.Thisplacestheschoolwithinthehighandpremium
categories.

TheEffectivenessoftheSchool

Evaluationoftheschoolsoveralleffectiveness
The overall effectiveness of Horizon Private School Branch is satisfactory and
improving. Key strengths of the school are the students personal development
andthequalityofprotection,care,guidanceandsupport.Thereisinconsistency
inthequalityofteachingandlearning,andattainmentandprogressissatisfactory
and improving when compared to international standards. Curriculum
implementationeffectivelypromotesstudentspersonalqualitiesandsuccessfully
developsstudents21stCenturyskills.Thebuildingsandpremisessupportdelivery
oftheeducationalprogrammeswell.
Staff, parents and students are committed to the schools aims and the clear
strategic direction and drive provided by the principal. School selfevaluation
appropriately involves all staff, is largely accurate, and guides priorities for
improvement. Professional development is regular and has a positive impact on
thequalityoflearning.
Studentsattainment&progress
Studentsattainmentandprogressaresatisfactoryandimproving.Evidencefrom
lessons and scrutiny of students work indicate that students work at age
appropriate standards, leading to attainment and progress at expected and
higher levels in all subjects. Performance on standardised tests suggests that
attainment is generally below best international standards. As children start
school from relatively low starting points, progress is satisfactory and shows an
improvingtrend.
The majority of children have limited English skills when they start school. Their
listening,readingwithcomprehensionandspeakingskillsarewelldevelopedand
progressisconsistentastheyadvancethroughthegrades.ByGrade12,students
demonstrateverystrongspeakingskillsingroupdiscussionstoexpressandjustify
their opinions. Their extended writing skills are less well developed. In Arabic,
language, development is satisfactory and improving. For example, KG children
recognizeandenjoylinkingletterswithpicturesandGrade6studentsunderstand
andusegrammarrulesaccurately.Studentshandwritingandletterformationare
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sometimes careless, and reading with accurate use of Tashkeel is not well
developed. In Islamic education, students securely relate learning to their
behaviour and make links with their own experiences. When reading the Holy
Quran, students make weak use of recitation rules. In social studies, students
understandandappreciatethe diversityofculturesandheritageintheUAEand
theirownschool.
In mathematics, students in younger grades have increasingly confident number
skills, and in older grades demonstrate secure knowledge and application when
solving problems. In science, students factual understanding is at age
appropriate levels and they use terminology with confidence. Students in all
gradesdemonstratecompetentpracticalandinvestigativeskills.
Students make satisfactory and improving progress in developing basic skills in
literacy, numeracy, thinking and the use of information and communications
technology (ICT). In KG, children develop good social and communication skills
that support their learning in all areas. Students make considerable progress in
developing 21st Century skills, particularly in older grades, and all students work
cooperatively. In the younger grades, students are not given enough
opportunitiestodevelopconfidentskillsinworkingindependently.SENstudents
makesteadyprogressasaresultofwellfocusedsupport.Intheprimarygradesin
allsubjects,insufficientchallengemeansthathighachieversdonotalwaysmake
theprogressexpectedofthem.
Studentspersonaldevelopment
Students personal development is good. They are well behaved, show positive
attitudes towards their learning and enjoy school. They demonstrate confident
interpersonalskills,suchascuriosityandpersistence,andareresponsivetoandat
ease with adults. Students are selfconfident and responsible, as in the
conscientioususetheymakeoftherecyclingfacilities.Theyarekeentotakeon
leadership roles, participating in the student councils and working with their
peers.Leadershipskillsareunderdeveloped,withlimitedopportunitiesprovided
in lessons and around school, particularly for younger students. Average
attendance of 94% for term 1 is above average and students are punctual at the
startofthedayandtolessons.
Students respect the values of the UAE and participate in singing the National
Anthem.TheytalkwithconfidenceaboutthecultureandheritageoftheUAE;this
is promoted effectively through the curriculum, National Day celebrations and
specialevents.Theytreat eachotherandadultswithrespectandconsideration.
Studentsparticipateenthusiasticallyina wide rangeof activitiesand particularly
enjoy the weekly activity sessions that provide valuable opportunities to mix
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across ages and develop specific interests. Students have a good practical
understanding of healthy life styles and confidently explain the benefits of
exerciseandhealthyfood.
Thequalityofteachingandlearning
The quality of teaching and learning is satisfactory and improving, and ranges
from very good to unsatisfactory. Examples of effective learning and teaching
practices arefoundin allsubjects andall grades. All teachershave good subject
knowledge,andmany demonstratesecureunderstandingofhowstudentslearn
most effectively. In these lessons, teachers explanations increase students
understanding,andtherangeofmethodsused,promoteactivelearning.Thiswas
evidentinengagingKGArabicandGrade6Frenchlessonsinwhichprogressand
confidence in speaking were seen to be high. In the most effective KG lessons,
children enthusiastically choose and engage in well planned and structured
learning activities. Learning objectives are usually displayed; they are not
consistently shared and reviewed to ensure students know what the expected
learningoutcomesareandwhattheystillneedtoachieve.
Classroom and behaviour management strategies are secure, routines are well
established and transitions are smooth. These are supported by the strong
relationshipsenjoyedandmaintainedbystaffandstudents.Inallgrades,students
interactpositivelywitheachotherandteachers.Studentslearnwellbylistening
toteachersandinthemoreeffectivelessonstheyconfidentlyaskquestionsand
use 21st Century skills effectively. For example, in Islamic education in Grade 2,
studentsreflectanddiscusstheimpactofwhattheylearnontheirownbehaviour
in friendly, cooperative groups. This practice was more evident in the older
grades.
Availableresourcesareusedappropriatelytomotivateandengagestudents;this
is particularly evident in the use of available technology, and generally in KG
lessons. Classroom assistants are increasingly effective as a result of their
engagement in formal professional development. They prepare materials well;
theyarenotalwaysfullyusedtointeractwithchildrenandsupporttheirlearning
duringcentreactivities.
In the older grades and the more effective lessons in younger grades, activities
present appropriate challenge for all students. In the more effective lessons
teachers make good use of assessment for learning to plan and adapt their
teachingandlearningactivitiestoprovide appropriate challenge,particularlyfor
more able students in primary grades. Students who find learning difficult are
givenappropriatesupportasaresultofcarefulplanningtomeettheirneeds.In
themosteffectivelessonsinallsubjects,selfandpeerassessmentisanemerging
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practice. This is inconsistent and there is limited target setting with students so
thattheycanmeasuretheirindividualprogressandfocusontheparticularareas
they need to improve. In weaker lessons, teaching does not ensure that
correctionofwrittenworkisclearandthatstudentslearnfromtheirmistakes.
Meetingstudentsneedsthroughthecurriculum
Curriculum implementation is satisfactory and improving. There is a clear vision
for the curriculum and all subjects have a wellstructured framework that is
regularly reviewed. The curriculum is broad and balanced and is appropriately
enhanced by other subjects to expand opportunities. Significant progress has
beenmadeinimplementinganageappropriate,activitybasedprogrammeinKG
inwhichchildrenareabletomakechoicesandinvestigate.Thereisinconsistency
in the realisation of this programme and in the approach to integrated learning
centresinsomeclasses.
Curriculum planning successfully integrates real life situations into student
learning and develops confident 21st Century skills, particularly in the older
students.Planningincollaborationwithlearningsupportteachersismeetingthe
needs of students with identified SEN. There is inconsistency in the use of
assessment data, both assessment for learning and summative data, in order to
modifythecurriculumandlessonplanstoprovideappropriatechallengeformore
ablestudents.
The school offers a wide range of cocurricular activities during the school day;
these enhancelearningandprovideopportunitiesto developspecialistinterests
in sports, art and music. The school has developed a range of appropriate links
withorganisations,andcurriculumrelatedfieldtripsandvisitorstotheschool,to
extendandenrichstudentslearningandgiveitaddedrelevance.
Theprotection,care,guidanceandsupportofstudents
Provisionfortheprotection,care,supportandguidanceofstudentsisgood.The
schoolgiveshighprioritytoprovidingasafeschoolinwhichstudentsarehappy.
Interactionsamongallmembersofthecommunityarerespectfulandtheschool
maintains a calm, caring and supportive learning environment. Child protection
procedures are well established and there is no corporal punishment. Rewards
andsanctionsareconsistentlyapplied,andstudentsandparentsseetheseasfair.
Behaviour is good and is well maintained by consistent and effective
implementationofthebehaviourpolicyandwellestablishedroutines.
Students express confidence in knowing the appropriate adults to approach if
theyhavepersonal,socialoracademicconcerns.Thereisnotenoughintegration
ofsupportforpersonalandacademicdevelopmentinthehighschoolinorderto
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closelymonitorstudentsoveralldevelopment;thisisstrongerintheelementary
gradesasaresultofinteractionwithhomeroomteachers.
Students have appropriate access to prayer rooms. First aid provision is of very
highquality.Theguidancecounselloractivelysupportsstudentsinmakingchoices
regardingcareersandfurthereducation.
Thequalityoftheschoolsbuildingsandpremises
Buildings and premises are spacious, carefully maintained, very clean and well
ventilated.Display,especiallyincorridors,isusedwelltocelebratestudentswork
andaddstotheattractivenessofthelearningenvironment.Mostclassroomsare
spacious, and the range and quantity of specialist facilities, such as science and
computer laboratories, creative arts and sports facilities, support the curriculum
well.ThereisgoodandsafeaccessforKGchildrentooutdoorclimbingequipment
andplaygroundtricycles.Shadedareasareadequate.Keystaffareresponsiblefor
healthandsafety,andproceduresarefolloweddiligently.Proceduresareinplace
toensuresafestorageanduseofchemicals.Thereisregulartestingandprompt
maintenanceofequipmentandfacilities.Securityisattentivethroughouttheday
andisappreciatedbystudentsandparents.ThenewbuildingsforKGandyounger
gradesprovideliftaccessforstudentswithphysicaldisabilities;thisisnotthecase
intheolderbuildings.
Theschoolsresourcestosupportitsaims
Resources are satisfactory and improving. In particular, a good and developing
quantity and range of resources support the KG curriculum. Teaching staff are
sufficientinnumber,wellqualifiedandappropriatelydeployed.Theydemonstrate
commitmenttotheschoolandstudents.Professionaldevelopmentisregularand
isdevelopingthecompetenceofallstaff,includingclassroomassistants.
Sportandphysicaleducationfacilitiesandresourcesareofhighquality.Accessto
specialist computer laboratories is good and classrooms have data show and
interactivewhiteboards.Theseareusedwellbymostteachersandtogoodeffect
bystudentsinsomelessons.Sciencefacilitiesandresourcesaresufficientforthe
number of students and are used well to support the development of practical
investigative skills in all grades. Library stock has been expanded, especially in
Arabic,andrequiresfurtherdevelopmenttoenableresearchandenhancereading
skills.
Transportisappropriatelymaintained,andwellfollowedproceduresareinplace
to ensure safe use by students. The canteen is hygienic and close attention is
giventoprovidinghealthyfood.Theschoolconductsregularriskassessmentsand
emergencyevacuationdrills.
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Theeffectivenessofleadershipandmanagement
Leadership and management are satisfactory and improving. The Principals
strongleadershipprovidescleardirectionanddriveforcontinuousimprovement
in the schools performance. Senior leaders work constructively as a team, with
guidance and support from the principal. Students, parents and staff are
motivated and committed to the schools aims and strategic direction. The
ownersrepresentativeprovidesadviceandholdstheprincipalfirmlytoaccount
fortheperformanceoftheschoolanditscontinuingimprovement.Theschoolis
thoroughlyorganizedandproceduresatalllevelsarecloselymonitoredtoensure
theschoolrunsverysmoothly.
Seniorleadersdemonstrateasecureunderstandingoftheschoolsstrengthsand
priority areas for improvement, and use comprehensive procedures for self
evaluation.Judgmentsintheschoolsselfevaluationdocument(SEF)aremostly
realistic and accurate and include input from all staff. The school development
plan (SDP) is linked to the recommendations of the previous inspection and the
SEF.Goalsandstrategiesarewellfocusedonimprovinggeneralstandardsandin
particulartheeffectivenessofteaching.Theschoolhasawealthofdata,including
internal and external standardized performance results; these are carefully
analysed and used to identify improvement priorities for teachers, classes and
individualstudents.
Some middle leaders have a more limited understanding of how to ensure that
lessonplanningisfocusedontheresultsofassessmentforlearningasameansof
designing appropriate activities for students. In these instances, monitoring and
supporthave morelimitedimpactinimprovingthe qualityof planning, teaching
and learning. Lesson observations by middle and senior leaders are regular; the
process places too great an emphasis on teaching, and not enough focus on
learningandtheimpactteachingmakesonlearning.
The school maintains positive relationships with parents and a wide range of
communicationlinksencouragetheirinvolvement,forexampleprogressreports,
recordcards,informationsheetsandanopendoorpolicythatgiveseasyaccessto
staff. Responses to the questionnaire and in the parent meeting reveal a high
level of satisfaction with the school, particularly in relation to personal
development, safety and security, and childrens enjoyment. A very small
percentageofparentsexpressedconcernabouthowwelltheschoolkeepsthem
informed about their childs progress. There are appropriate procedures to deal
withparentalconcernsandcomplaints.Olderstudentssaythattheschoollistens
andrespondstotheiropinions.

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Progresssincethelastinspection
The school was last inspected in May 2013 and has made steady progress on all
therecommendationsfromthatreport.
The teacher evaluation system has been strengthened and involves heads of
department and section coordinators. Middle leaders are now held accountable
forimprovementsintheirareaofresponsibility,throughscheduledmeetingswith
the principal. Teachers are provided with regular professional development
opportunities based on individual requests and identified needs. They are
assignedpeercoachesbymiddleleaderstosharegoodpracticeandgivesupport.
A learning support unit has been created and provides guidance and support to
classroomteachersinbettermeetingtheneedsofSENstudents.
KGteachershavevisitedotherschoolstoobservegoodpractice,andintegrated
learning is now an expectation. Time spent on the carpet is planned to ensure
sufficient student involvement in engaging activities. These developments are
monitored and supported by senior leaders through the appraisal process.
Outdoor areas provide good opportunities for gross motor and creative
development. KG teaching assistants have received training to become more
effectivesupportersoflearninginacademicareas.
The curriculum has been enhanced. Communitybased activities have been
increased, more particularly for older students. These students are involved in
activities such as hosting inschool community events, wider environmental and
charity interactions and sports events. Younger students have regular
opportunitiesforfieldtripsandinvolvementinschoolbasedcharityactivities.The
school has recruited wellqualified art and music teachers; students have
opportunities to develop creativity in both art and music lessons as well as in
activities such as choir and band. The school has significantly increased the
numberofArabicbooksinthelibrary.
The school and senior leaders demonstrate satisfactory and improving capacity
forsustainedfurtherimprovement.

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Whattheschoolshoulddotoimprovefurther:
1. Strengthentheeffectivenessofteachingandlearninginordertoimprove
studentattainmentandprogressinallsubjectsandgradessothattheyare
consistentlyatandabovebestinternationalstandardsby:
i.
ii.

sharingmorewidelythegoodpracticesalreadyinplace
ensuring that teachers share expected learning outcomes at the
startofeverylessonandreviewtheseattheendsothatstudents
knowwhattheyhaveachievedandwhattheystillneedtolearn
iii. making more effective use of assessment data to plan and adapt
teaching and learning activities so that they take account of
students prior learning and provide challenge for students,
particularlythemoreable
iv. ensuring that planning and teaching provide enough meaningful
opportunities for students to develop the skills of leadership and
independentlearning.

2. StrengthencurriculumplanningandimplementationoftheKGcurriculum
by ensuring that all teachers provide structured and purposeful learning
activitiesduringcentretime.

3. Strengthenleadershipandmanagementatalllevelsby:
i. improvingtheimpactofteacherappraisalbyfocusingtoagreater
extentduringlessonobservationsonthequalityoflearning
ii. ensuring that middle leaders rigorously monitor and support
teachers use of assessment data to plan and deliver lessons that
targetallstudentslearningneeds.

4. Improve the availability, range and quantity of reading materials in the

libraries to facilitate research activities, the development of literacy skills
andreadingforpleasure.

5. ExpandthecurrentBoardofGovernorstoincludemorerepresentativesas
per the Organising Regulations of Private Schools in the Emirate of Abu
Dhabi.

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InspectionGrades

Satisfactory

Inneedofsignificant
improvement

Satisfactory

Good

VeryGood

Performance
Standard

Very
unsatisfactory

Highperforming

Unsatisfactory

BandC

Satisfactory&
Improving

BandB

Outstanding

BandA

Poor

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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