Fifth
Follow-Through Inspection Report
on
The Grammar School
Kindergarten to Grade 12
Report published May 2011
Basic Information
The Grammar School was inspected as part of the full inspection cycle across all schools
in Dubai. The inspection covered key aspects of the work of the school at all stages. It
evaluated students’ achievements, the effectiveness of the school, the environment for
learning and the school’s processes for self-evaluation and capacity for improvement.
During its most recent full inspection, the overall performance of the school was judged
to be unsatisfactory and inspectors identified a number of recommendations which the
school was required to address.
As a result of the overall performance of the school being judged unsatisfactory, Dubai
Schools Inspection Bureau (DSIB) has conducted subsequent Follow-Through Inspections.
The purpose of this
fifth Follow-Through Inspection in April 2011 was to evaluate the
progress made by the school in achieving improvements based on the recommendations
set out in the full inspection report.
Progress
Inspectors judged that The Grammar School had still not satisfactorily addressed the
recommendations made by DSIB at the initial full inspection and subsequent Follow-
Through Inspections. Inspectors will continue to undertake Follow-Through Inspections at
regular intervals until the recommendations made by inspectors have been satisfactorily
addressed.
Overview
The Grammar School has made progress since the previous Follow-Through Inspection in
November 2010. The school had maintained the improvements in transport
arrangements, the behaviour and attitude of the students and the attempts to raise
student attainment. A range of professional development activities had been instigated
to improve teaching, learning, attainment and progress. Distributive responsibility to
subject leaders had occurred and some capacity had been developed at this level.
Improvements in lesson planning were observed. Some teachers were using a wider
range of teaching methods. Overall there was insufficient impact in the efforts to raise
the quality of teaching and learning across the school.
Inspection Recommendations
Urgently improve the pattern of the school day and transport arrangements so that:
buses are not dangerously overcrowded and students’ arrive at school and leave at
reasonable times;
The school had met the requirements of this recommendation to an acceptable level.
Students arrived at school and left at appropriate times. Buses showed no overcrowding.
They were well supervised. Students who arrived early used their time wisely. Hindi
language and other activities such as assemblies were available. Students reported that
they felt safe in buses, with adequate seating available. Some bus seats needed
immediate maintenance. The movement of students between classes was orderly. The
structure of the school day, with variable lesson times, and different start and finish
times for boys and girls section had some impact on the curriculum.
Ensure that no adult uses physical punishment against students;
The school had met the requirement of this recommendation to an acceptable level.
The school leaders had implemented policies and procedures to ensure that students
were not subject to physical punishment. School policies had effectively addressed all
aspects of behaviour, class management rewards and sanctions as well as Child
Protection. Staff members were aware of and followed prescribed procedures. Parents
were promptly informed of behavioural issues. Students responded positively to this new
affirming culture. A few incidents of staff shouting at students were observed.
Raise students’ attainment in all subjects and ensure that all students leave the school
with a recognized qualification;
The school had met the requirements of this recommendation to an acceptable level.
.Attainment across key subjects had improved; however in Arabic as additional language
it was still well below the expected level. In mathematics there was a significant
discrepancy between the attainment in girls’ classes compared to boys’, especially in the
secondary phase. The school was now focusing on improving performance by targeting
and supporting individual students using the results from internal examinations.
Improve students’ progress by developing a curriculum which addresses the learning
needs of students of all abilities;
The school had not met the requirements of this recommendation to an acceptable level.
The Principal and the Director of the school have continued to review the breadth and
balance of the curriculum. A comprehensive plan reflecting the principles of the English
National Curriculum had been developed. The monitoring of the impact of this plan in
classrooms was still in the early stages of development. While implementation of the
curriculum had begun whole-school awareness of the relevance of curriculum planning in
meeting the needs of students of varying abilities and learning styles was emerging.
Students’ progress continued to be limited because few teachers were addressing
individual learners’ needs by effective differentiation and enrichment practices. More
examples of group work, projects and student-led enquiry-based activities were also
needed.
Improve students’ progress by requiring teachers to plan effectively and use a wider
range of teaching and learning styles;
The school had not met the requirements of this recommendation to an acceptable level.
Some progress had been made in the development of teacher planning. This had led to a
minority of teachers using a wider and more appropriate range of teaching and learning
strategies. A significant number of lessons were unsatisfactory throughout the school.
Teachers used an effective common planning template. Where lessons were
unsatisfactory the content of the plans often did not reflect the needs and learning styles
of the students. Most teachers did not make sufficient reference to the learning
objectives. They did not regularly support or challenge students appropriately.
Questioning did not support critical thinking and independent learning opportunities.
Activities lacked challenge, relevance and interest.
Improve students’ progress by encouraging the development of students’ understanding,
their creativity and their capacity to learn independently;
The school had not met the requirements of this recommendation to an acceptable level.
A programme of staff development had led to more opportunities for students of all ages
to develop their creativity and independent learning in the school but this had yet to
impact consistently across all key stages. Group work and student-led learning
opportunities reflecting all learners’ needs had been introduced by a few teachers.
Students did not routinely use ICT as a part of their learning experience. Almost all
students did not have regular opportunities to learn independently, think critically, apply
their understanding to new situations and display their creativity.
Appoint a strong and purposeful leadership and management team with responsibilities
and accountability for all levels;
The school had met the requirements of this recommendation to an acceptable level.
The recently appointed management team had a clear vision for the school. This vision
was being increasingly understood and shared by staff. The annual plan was providing an
appropriate template for the school’s development. Devolved leadership and capacity
building were major aims. Middle managers were committed to their work but were still
developing the appropriate set of skills to implement the new vision of the school.
Sustained professional development of the staff was a priority. Outcomes had been more
consistent lesson planning and some improvement in the quality of teaching and
learning. Management personnel were not yet ensuring that there was sufficient
consistency of teaching, learning, attainment and progress across all phases of the
school.
What happens next?
DSIB will continue to undertake Follow-Through Inspections of The Grammar School until
the school has progressed to the stage where it is included in the regular inspection cycle
for all Dubai schools. DSIB will continue to report to parents regarding the progress made
by the school until all of the recommendations from the last inspection have been
satisfactorily addressed.
Dubai Schools Inspection Bureau
Knowledge and Human Development Authority
How to contact us
If you have a concern or wish to comment on any aspect of this report you should
contact: [email protected].
More information about Dubai Schools Inspection Bureau can be found at
www.khda.gov.ae.
Copyright 2011
This report is for internal use only and for the self-evaluation purposes of the school. It should not be used
for commercial purposes or in connection with a prospectus or advertisement.
