Private School

Inspection Report

Modern Private School

Academic Year 2016 2017

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 Modern Private School

Inspection Date May 21, 2017 to May 24, 2017

Date of previous inspection May 23, 2016 to May 26, 2016

General Information Students

Total number of
School ID 9263 813
students

Opening year of %of students per Main Curriculum 100%

2015
school curriculum Other Curriculum ----
KG 88
Number of students Primary: 235
Principal Emad Espil
in other phases Middle: 269
High: 221

School telephone +971 (0)2 448 4000 Age range 4 to 18 years

Building 26, Shakbout City, Grades or Year

School Address KG1 to Grade 12
Abu Dhabi Groups

privatemodern.pvt@adec.
Official email (ADEC) ac.ae Gender boys and girls

% of Emirati
School website mpsschool.net 39%
Students
1. Syrian: 15%
Fee ranges (per Low to average: Largest nationality
2. Jordanian: 11%
annum) AED14,000 to AED25,000 groups (%)
3. Egyptian: 10%
Licensed Curriculum Staff
Ministry of Education
Main Curriculum Number of teachers 61
(MoE)
Number of teaching
Other Curriculum ---- 4
assistants (TAs)
External Exams/ Ministry of Education Teacher-student KG/ FS 1:22
Standardised tests (MoE) ratio Other phases 1:12

Accreditation ---- Teacher turnover 41%

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 Introduction
Number of inspectors
deployed
Number of inspection days
Number of lessons observed
Number of joint lesson
observations
Number of parents
questionnaires
Details of other inspection
activities
School Aims
School vision and mission
Inspection activities
4
4
87
11
27; return rate: 3%
Inspectors held discussions with the owner and
governing body, principal, vice principal, other senior
managers, teachers and other members of staff,
students and parents. They reviewed a wide range of
school documentation and students coursework.
They observed assemblies, school activities, arrivals,
departures and intervals.
School
Aims:
1. Concentrating on the students role in education
through making him/her the main focus of the
educational process.
2. Activating and enhancing the role of the family and
the local community.
3. Raising a conscious and active generation that can
interact with his society and meet his challenges.
Vision
The Modern Private School aspires to nurture a
creative and intellectually conscious generation that is
ethically distinguished and faithful to the issues of his
homeland and nation, and is responsive to the values
of the indigenous society and is able to employ
scientific and practical techniques to cope with the
technological renaissance that prevails in the world.
Mission
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 1. Provide distinguished services to the students in
the various fields of science, education, religion
and culture.
2. Prepare and qualify our students to be good
citizens, and active in the service of their
community.
3. Enhance the students scientific abilities especially
in the linguistic and technological fields.
4. Develop the students talents and abilities to
encourage them towards innovation and creativity
through extra-curricular activities and to practice
self and cooperative learning with their talented
peers.
5. Have different and multiple communication
channels among students, school administrative
and academic staff, and parents.
The school has a selective admission policy. Students
are selected by entrance examination from Grade 1
Admission Policy
upwards. Admission to KG is open and inclusive and
includes an interview process.

The senior leadership team comprises the principal,

Leadership structure the vice principal and the administrative supervisor.
(ownership, governance and The governing body is chaired by the owner and
management) comprises a vice chair, two members of staff, three
parents and two other members.

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 SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students Number of other students
SEN Category identified through external identified by the school
assessments internally

Intellectual disability 0 0

Specific Learning Disability 0 8

Emotional and Behaviour

0 1
Disorders (ED/ BD)
Autism Spectrum Disorder
1 1
(ASD)
Speech and Language
1 2
Disorders
Physical and health related
0 12
disabilities

Visually impaired 0 0

Hearing impaired 0 2

Multiple disabilities 0 0

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

Number of students
G&T Category
identified

Intellectual ability 13

Subject-specific aptitude (e.g. in science, mathematics,

65
languages)

Social maturity and leadership 12

Mechanical/ technical/ technological ingenuity 6

Visual and performing arts (e.g. art, theatre, recitation) 82

Psychomotor ability (e.g. dance or sport) 16

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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)

The 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 overall quality of the schools performance is acceptable.. overall and the
school environment is calm, orderly and well maintained. Teaching is now much
more engaging for students and leading to higher levels of motivation. As a result,
students achievement is now broadly acceptable across the curriculum, although
it remains weak in English. The majority of teachers have still to make effective
use of assessment. The school identifies students with special educational needs
and those who are gifted and talented effectively. Students investigation skills
are developing most effectively in science but other higher order skills are not yet
developed consistently across the curriculum. The school promotes students
appreciation of Islamic values and their understanding of UAE heritage and
culture effectively.

Progress made since last inspection and capacity to improve

The school has made acceptable progress since its last inspection. Although some
inconsistencies remain, the quality of teaching and learning in the majority of
subjects and phases has improved. This has also helped to improve students
behaviour, particularly in the boys section. Leaders have appointed subject
coordinators, but they do not yet have a consistently accurate view of the
priorities for improvement in their departments. Students attendance and
punctuality is now good. Behaviour in classrooms and around the school has
improved greatly and is now acceptable overall. Overall, school leaders capacity
to improve the school is acceptable.

Development and promotion of innovation skills

The school does not yet promote innovation skills effectively enough in all
subjects. The innovation club offers rich opportunities for the minority of students
to learn to be enterprising and creative through experimentation and research.
Students who attend the club use new technologies to create and observe virtual
images to help their understanding of the human body. Students have too few
opportunities to use new technologies to improve their learning in lessons.
Overall, across the curriculum, the school has yet to develop or teach effectively
the skills that underpin innovation.

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The inspection identified the following as key areas of strength:

improvements in students achievement in Islamic education, Arabic, social

studies, science and mathematics since the previous inspection

students attendance and punctuality

the planning and implementation of more innovative teaching and

learning

the management of a well-maintained, safe and secure learning

environment.

The inspection identified the following as key areas for

improvement:

the overall quality of students achievement, particularly in English

the consistency in the quality of teaching across phases and subjects

teachers use of assessment to plan lessons which take account of what

students already know and can do

the modification of the curriculum to meet students needs

leaders focus on students learning in lesson monitoring and school

evaluation.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable Acceptable Acceptable

Islamic
Education
Progress Acceptable Acceptable Acceptable Acceptable

Attainment Acceptable Acceptable Acceptable Acceptable

Arabic
(as a First Language)
Progress Acceptable Acceptable Acceptable Acceptable

Arabic Attainment N/A N/A N/A N/A

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

Attainment Acceptable Acceptable Acceptable Acceptable

Social Studies
Progress Acceptable Acceptable Acceptable Acceptable

Attainment Acceptable Weak Weak Weak

English
Progress Acceptable Weak Weak Weak

Attainment Acceptable Acceptable Acceptable Acceptable

Mathematics
Progress Acceptable Acceptable Acceptable Acceptable

Attainment Acceptable Acceptable Acceptable Acceptable

Science
Progress Acceptable Acceptable Acceptable Good

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

Other subjects Attainment Acceptable Acceptable Acceptable Acceptable

(Art, Music, PE)

Progress Acceptable Acceptable Acceptable Acceptable

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

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The overall quality of students achievement is acceptable. Continuous assessment
information shows consistently outstanding attainment in all core subjects. Students
sat their first EMSA examinations in Arabic this year, but the school has not yet
received the results. MoE examinations taken by Grade 5 at the end of 2016 show
outstanding attainment in all core subjects except mathematics, which was good. In
Grade 9, attainment was outstanding in Islamic education and social studies, very
good in Arabic, English and science, and acceptable in mathematics. In Grade 12,
attainment was outstanding in Islamic education, Arabic, social studies, English and
biology, and very good in mathematics, physics and chemistry. Results in second
term examinations for Grade 5 show improvements from term 1 in most core
subjects except mathematics and science. Grade 9 results improved in all core
subjects. In Grade 12, results showed that students performance declined in Arabic
and mathematics, was consistent in Islamic education and social studies and showed
improvement in English and science. Most of these assessments are not borne out in
students current coursework and attainment in lessons, where achievement is
broadly acceptable overall but weak in English. Students who require special
support and those who are gifted and talented make similar progress to their peers
from their starting points.
Students achievement in Islamic education is acceptable. Most students are
achieving age-appropriate curriculum expectations. For example, children in KG can
recite short verses from the Holy Quran respectfully. Most Grade 5 students know
the stories behind key celebrations in Islam and understand how to perform the
associated prayers. In Grade 9, students know about Muslim scholars, their
contributions to Islam and can explain how these call for tolerance and respect.
Most Grade 12 students show acceptable understanding of Tajweed rules and apply
them acceptably when reciting verses from the Holy Quran. They can explain the
impact of Islamic values on their everyday life.
Students achievement in Arabic is acceptable. Most students reading, speaking and
listening skills are in line with curriculum expectations. For example, KG2 children
can recognise, sound and write different letters in different positions in a word.
Most Grade 5 students can read age-appropriate texts correctly with proper
Tashkeet and apply grammatical rules. Most Grade 8 students show acceptable
understanding and speak using age-appropriate language about language rules and
apply them correctly. Most Grade 11 students can read text correctly, answer
comprehension questions and speak fluently in meaningful sentences using correct
classical Arabic. Extended writing skills across the grades are weaker than other
skills.
Students achievement in social studies is acceptable. Most students are achieving

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age-appropriate curriculum expectations. In the KG, most children sing the National
Anthem respectfully and know the colours of the UAE flag and the names of UAE
traditional clothing. Most Grade 2 students have an age-appropriate understanding
of the UAEs geographic features and weather. By Grade 9, most students have an
age-appropriate understanding of how news is increasingly disseminated through
different social media, and they can discuss the positive and negative impacts of
social media. By Grade 12, students can explain the key events in the history of UAE
and identify associated leadership.
Students achievement in English is weak overall and acceptable in KG. Childrens
achievement in KG is acceptable because they use emerging speaking skills to
answer teachers questions accurately. Only the large majority of students are
achieving age-related curriculum expectations in reading, writing, listening and
speaking. By Grade 3, students weak speaking and writing skills mean that only the
large majority use common and proper nouns correctly when answering questions.
In Grade 6, students progress in developing vocabulary is weak because they have
insufficient opportunities to read or speak in lessons. In Grade 11, only the large
majority are able to contribute to group discussions or give extended responses to
questions. They are not able to show creative writing skills because of teachers
reliance on worksheets.
Students achievement in mathematics is acceptable. Most students are achieving
age-appropriate curriculum expectations. For example, in Grade 4, most can identify
and describe the properties of different triangles, including by identifying the types
of angles within them. Most Grade 6 students can draw a bar and whisker diagram
and identify the mode from a defined data set. By Grade 11, most can find the
derivatives of simple functions and know that they have to add the constant of
integration when reversing the process. Most Grade 12 students understand how to
manipulate simple expressions using complex numbers and perform arithmetic
operations on matrices.
Students achievement in science is acceptable. Most students are achieving age-
appropriate curriculum expectations. For example, in KG, most children can make
age-appropriate observations about the properties of plants. In Grade 4, most
students use their developing understanding of scientific methods to record their
findings about motion and propulsion. By Grade 9, most can combine scientific
understanding with information and communication technology (ICT) research skills
to use different light sources to guide a robot across a room. They use suitable
problem-solving skills to change their experiment in response to their findings. By
Grade 11, good progress enables more-able students to collaborate well to
investigate and record the frequency levels of sounds. They make predictions and

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represent their findings very effectively in graphs.
Students achievement in other subjects is acceptable. Most students are achieving
age-appropriate curriculum expectations. For example, in physical education (PE),
most Grade 11 students demonstrate appropriate team-game skills in lessons. In
digital technology and innovation (DTI), most students in Grade 9 make good
progress in their coding skills when designing a program to detect light levels. Art
work on display in the gallery indicates that most students are developing and
applying their creative and imaginative skills effectively.
The overall quality of students learning skills is acceptable. Most students have
positive attitudes towards learning. They communicate well with each other during
group work. Students make connections between their learning in different subjects
and the real world. Students can conduct basic research with their teachers
direction. They demonstrate basic skills in using ICT to support their learning,
although opportunities to do so are limited in most lessons. They are developing
critical-thinking and problem-solving skills increasingly, but not yet sufficiently to
enable them to innovate confidently.

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Performance Standard 2: Students personal and social development,
and their innovation skills

Students personal and social

development, and their innovation skills KG Primary Middle High
Indicators

Personal development Acceptable Acceptable Acceptable Acceptable

Understanding of Islamic values and

Good Good Good Good
awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable Acceptable Acceptable

The quality of students personal development is acceptable. Students show

responsible attitudes and support for one another. Behaviour in classrooms and
around the school is now acceptable overall, with strengths in the KG where there is
a very positive climate. Students report a few incidents of bullying in the boys
section. Relationships amongst staff and students are courteous and respectful.
Student attendance at 96% is very good, although attendance in lessons was lower
than this in several classes during the inspection. Students arrive at school and to
lessons on time.
The quality of students understanding of Islamic values and awareness of Emirati
and world cultures is good. Students listen to the National Anthem and recitation of
the Holy Quran verses respectfully in morning assemblies. Relationships between
students from different cultural backgrounds are harmonious because they have a
good appreciation of, and appropriate respect for, their own and other cultures. This
is enhanced through their culture exhibition, for example, where they display
popular food, costumes and pictures from different Arab countries. Their awareness
of cultures from further afield is developing acceptably.
The quality of students social responsibility and innovation skills is acceptable. Most
students play their part in the life of the school. They take care of it, keep it clean
and make worthwhile contributions to the schools art gallery, although these are
organised by the teachers. They support sustainability through planting trees in the
local area. Opportunities for students to develop enterprise and entrepreneurship
skills are limited to older, more-able students.

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Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Acceptable Acceptable Acceptable

Assessment Weak Weak Weak Weak

The quality of teaching is acceptable overall. This represents a significant

improvement and is at the heart of the schools success in improving students
achievement. Across all subjects other than English, teaching is now acceptable in
most lessons, although inconsistencies remain. Teaching is less effective in English
because only the minority of teachers demonstrate a secure understanding of how
students learn language skills. At times, teachers spend too much time talking at the
beginning of lessons rather than immediately engaging students in learning.
Teachers plan activities to meet the abilities of different groups, although tasks are
not always pitched at the right level. Classrooms in the boys section are not as
stimulating as elsewhere because they lack attractive displays and resources to
motivate students. Teachers questioning is effective in many lessons but overall
remains variable in quality. Many teachers do not routinely ask open-ended
questions that develop students thinking. Students are sometimes given
opportunities to use higher level learning skills, for example in their independent
practical learning in science and DTI lessons.
The quality of assessment is weak. Teachers do not check the progress of students
sufficiently to find out what they know, understand and can do. Internal
assessments do not produce sufficiently reliable or useful data because they are not
benchmarked or moderated effectively. The schools current analysis and evaluation
of students achievement does not reflect their performance in lessons accurately.
Department leaders are beginning to analyse assessments to identify areas where
students performance needs to improve. The plans they produce to address
identified issues are not always well focused. Teachers have a broad understanding
of the strengths and weaknesses of their students and use this to provide
acceptable support and constructive feedback. Students involvement in self- and
peer-assessment is limited.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Acceptable Acceptable Acceptable

Curriculum adaptation Acceptable Acceptable Acceptable Acceptable

The quality of curriculum design and implementation is acceptable. The extensive

changes brought about by the revised MoE curriculum have been managed
generally well by school leaders. There is sufficient progression in most key subjects,
although there is sometimes too much emphasis on students acquiring knowledge
rather than developing skills. The curriculum prepares students acceptably well for
the next phase of their education and lives, although this is not yet as smooth at the
transition from KG to primary. The curriculum provides students with suitable
choices, mainly whether to move into the advanced or general stream when they
reach Grade 10. An appropriate range of extra-curricular opportunities is available.
Cross-curricular links are planned to connect learning in different subjects. School
leaders work with subject coordinators to review the curriculum periodically to
meet the needs of most students.
The quality of curriculum adaptation is acceptable. The school carries out insufficient
modification of the curriculum to meet the needs of the highest achieving students
and students who require special support. The needs of students who find learning
English challenging are not fully met, despite the adoption of a commercially
available scheme. The curriculum is functional and engages the majority of students.
However, opportunities for research and enterprise are inconsistent across the
curriculum. Appropriate learning about UAE culture, heritage and society is
integrated across subjects. Extra-curricular clubs provide further opportunities for
creative work related to UAE culture and heritage.

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

The protection, care, guidance and

KG Primary Middle High
support of students Indicators

Health and safety, including

arrangements for child protection/ Good Good Good Good
safeguarding

Care and support Acceptable Acceptable Acceptable Acceptable

The quality of health and safety, including safeguarding, is good. The school has
suitable procedures for safeguarding, including child protection, behaviour, fire
safety and transport, and they are shared with the school community. Students are
very effectively supervised, including at arrival and dismissal times. Arrangements to
ensure health, safety and security are good. Members of the health and safety
committee regularly check on the premises and resources and keep records of all
activities. The facilities meet the needs of students and are maintained well,
although the school does not have a suitable indoor sports facility. This ensures that
the school is a safe place for students to come and learn. Students learn about
healthy living by participating in campaigns organised by the school nurse, for
example to raise awareness of breast cancer and healthy eating.
The quality of care and support is acceptable. Staff have courteous relationships
with all students. Behaviour is now managed effectively. The schools approach to
promoting good attendance and punctuality is effective. There are acceptable
systems and procedures to identify students who have special educational needs or
who are gifted and talented. In lessons, support and challenge for these students is
not always sufficiently well targeted, however. Students wellbeing is monitored
throughout the school. Staff provide acceptable personal and academic support to
help prepare students for the next stage of their education. Older students have
had the opportunity to visit several universities and colleges.

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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 Acceptable

Governance Acceptable

Management, staffing, facilities and resources Acceptable

The overall quality of leadership and management is acceptable. All school leaders
are committed to UAE national and Emirate priorities. The schools strengthened
provision for students who have special needs has come about because leaders have
established an ethos of inclusion. Improvements since the last inspection, which
have ensured that achievement and progress is now acceptable overall, indicate that
there is capacity to drive further improvement. However, not all subject
coordinators have a consistently accurate view of priorities for improvement in their
departments.
The quality of self-evaluation and improvement planning is acceptable. The school
has a realistic view of the majority of its key priorities. The self-evaluation form (SEF)
is detailed but is not yet based accurately on SEF rubrics. The school development
plan (SDP) contains appropriate actions and achievable targets. Leaders monitor
teaching by visiting lessons, but are not yet sufficiently focused on its impact on
students learning and achievement.
The quality of partnerships with parents and the community is acceptable. Parents
views are usually taken into account when considering improvement priorities and a
few parents are involved in the schools decision-making processes. Communication
and reporting is regular, and students performance is discussed with parents at
regular meetings with staff. The school has appropriate links within the local
community.
The quality of governance is acceptable. The owner and other members of the Board
of Trustees provide appropriate challenge and support to school leaders. They have
made resources available to support the schools recent improvements.
The quality of management, staffing, facilities and resources is acceptable. The
school runs smoothly on a day-to-day basis. It is staffed with appropriately qualified
teachers who receive relevant professional development. The school has suitable

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specialist facilities, such as science laboratories, and these are used appropriately.
Current indoor facilities for physical education are restricted, limiting opportunities
for exercise. Resources are suitable to support teaching and learning, but there is
limited access to ICT to support students independent learning in classrooms.

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What the school should do to improve further:
1. Raise achievement in all subjects, and particularly in English, by:
i. implementing a targeted intervention strategy, involving all teachers of
English, to provide consistent and progressive steps in learning through
effective planning and assessment of impact
ii. reviewing performance in each subject to identify gaps in students
skills, knowledge and understanding, and targeting these gaps for
specific action and monitor the outcomes
iii. ensuring that lessons provide meaningful and extended opportunities
for students to practise their language skills, especially speaking and
writing
iv. providing more stimulating learning environments that motivate
students to use a range of resources and learn independently, and
solve problems, particularly in the boys section.

2. Improve the quality of teaching and assessment by ensuring that all teachers:
i. have the necessary knowledge and skills to teach their subject
accurately, particularly in English
ii. structure lessons so that students actively participate in learning for a
greater proportion of time than they spend listening to the teacher
iii. develop their assessment of students skills, knowledge and
understanding to more rigorously track and monitor their progress
iv. use assessment information to plan lessons that take account of
students different starting points and provide all students with
appropriately challenging activities
v. routinely use questions that require students to explore different
possible responses and provide explanations.

3. Improve leadership and management by ensuring that:

i. the evaluation of lessons is sharply focused on the impact of teaching
on students learning and achievement
ii. all subject coordinators develop a consistently accurate view of
improvement priorities in their departments
iii. school self-evaluation is accurately matched to UAE inspection
framework expectations.

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