Iqra English School for GIRLS

Self-Study Visiting Committee Report

Awfaz Global School

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Visiting Team Chair

Ms. Amal Ahen

Members:

Mrs. Fatin Soliman

Mrs. Suha Tahtamouni

Mrs. Manal Bakir

Mrs. Momena Tayeh

Mrs. Mooza Al-Kuwari

Visiting

Team

Members

Qatar National School

Accreditation (QNSA)

SELF-STUDY VISITING COMMITTEE REPORT

FOR

Iqra English School for GIRLS

S N

A

Q

23th

- 27th

November, 2014

Qatar National School Accreditation (QNSA)

Evaluation Institute – Supreme Education Council



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Table of Contents

CHAPTER 1: SCHOOL COMMUNITY PROFILE & DATA ................................................. 2

CHAPTER 2: SELF-STUDY PROCESS & SCHOOL LEARNING RESULTS ..................... 6

CHAPTER 3: ANALYSIS OF STANDARDS & INDICATORS-STRENGTHS & AREAS

OF GROWTH ............................................................................................................................... 11

STANDARD 1: SCHOOL MANAGEMENT AND LEADERSHIP ............................................................ 11

STANDARD 2: EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT ............................. 19

STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS ............................................................ 25

STANDARD 4: RESOURCES MANAGEMENT ................................................................................... 34

STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIPS ....................................................... 40

CHAPTER 4: THE ACTION PLAN .......................................................................................... 44

CHAPTER 5: VISITING TEAM COMMENDATIONS & RECOMMENDATIONS ......... 53





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Chapter 1: School Community Profile & Data

School’s Foundation Data

Iqra English School was established in 2008 as a private primary school ranging from Level 1-6

(i.e. covering Key Stages 1&2). It aims to provide each student with the best possible standard of

education to help students be well- informed, well- rounded, God-conscious, confident, and caring

individuals.

The school broadly follows the National Curriculum of England and Wales. In addition to the

Curriculum of England and Wales, the school provides instruction of the Arabic language, Qatar

History, and Islamic Studies in accordance with the National Standards of Qatar.

School’s Characteristics and Facilities:

The school is comprised of a large, triple-story main building and three external buildings as well.

Classes are bright and airy and the school has a pleasant atmosphere. The school has 22

classrooms, a fully equipped ICT laboratory, a library, a P.E. hall, a nursing clinic and a well-

stocked resource room.

The outside playground is partially shaded. The school guard is the only one who resides on the

premises in a building which is separate to all other rooms.

Data on School Staff:

Staff numbers and teachers’ qualifications/experiences:

Based on the school’s data; the staff number at the time of the self-study was 64. The school

states that most of the teaching staff is qualified and experienced. All of the school’s teaching





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staff is approved by the Supreme Education Council of Qatar to teach and have applied for the

Qatar (QORLA) Provisional Teaching License.

Staff turnover:

Based on the school’s data that has been provided by the school, staff turnover is at the level of

most international schools in Doha, with teachers leaving due to new employment opportunities,

change in personal circumstances, and sometimes retirement.

It was clear that the school atmosphere is positive, cooperative and with a sense of responsibility

which was reflected on the low teacher- mobility.





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Data on School Students:

Students’ numbers and nationalities:

Based on the students’ data that has been provided by the school, the students’ numbers at the

time of the self-study was approximately 500 students. In addition, the student body consists of

52% Qatari, and 48% non-Qatari students.

Student turnover:

Students’ numbers have grown consistently each year. Student movement is minimal at between

4 – 6% per annum. The school follows up on the reasons for student movement and has found that

the primary reasons have been:

Family has relocated their home.

Y6 students move on to preparatory level and siblings move with them to be in one school

location.

Family relocating to another country.





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Data on school achievements:

Students’ academic achievement

The graph above shows the average performance of students for the Academic Years 2010/2011 and

2011/2012 in the core subjects of English, Math and Science based on the school’s internal

assessments. Based on the analysis of the students ‘academic results for the 2012/2013 and 2013/2014

it was confirmed to the visiting team, that the average performance of students in the core subjects is

at a low level.

Through the interviews and review of the school documents; the visiting team found that students had

had the opportunity to participate in different school activities and competitions throughout the years.

However, it was clear to the visiting team that the school was in need of greater and more effective

activities to support the different students' needs.





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Chapter 2: Self-Study Process & School Learning Results

Section A: Self Study Process

Based on review of the school’s self-study, the visiting team found that the self-study was

completed satisfactorily in the compilation of various chapters covering the various standards and

corresponding indicators. It was however observed that some indicators were not covered, while

other indicators required greater/extensive clarification, and that some indicators that the school

responded to were mixed up or misunderstood, and hence did not address the content required.

Although the school stated that it had held workshops to train stakeholders on the self-study

process, there was not sufficient information or evidence found as to the high level of

involvements of stakeholders in g the self-study process

However, during the team’s visit, through interviews with stakeholders, in review of the school’s

documents and different provided evidences, some evidence was found for the school

management dividing staff members into focus groups according to the five main standards.

Subsequently, the focus groups collected data and evidences. Parents were involved through

questionnaires and feedback. While interviewing the staff, they were aware of the strength and

growth areas identified in the self-study.

The visiting team appreciates the school efforts in carrying out the self-study process. During the

visit and through interviews, it was assured to the visiting team that the self-study reflects the

general school reality of activities and programs that exist in the school, despite the fact that the

visiting team found that most of the activities and programs at school were in need to deep

analysis and growth, in order to be of greater effectiveness and support learning. The visiting





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team supports some of the school’s areas of strength and encourages the school to follow up with

the identified growth areas.

Section B: Mission & Vision

Iqra Girls Mission Statement:

To transform young individuals into God-conscious, highly motivated, caring and responsible

global citizens.

Iqra Girls Vision Statement:

To provide each child with the best possible standard of education to help him/her to be a well-

informed, well-rounded, God-conscious, confident and caring individual. Through the school’s

efforts, the school aim’s to have every child be motivated to the fullest to realize his/her fullest

potential, thus preparing him/her for life.

The School Objectives

Instilling in each child the importance of putting God first, in the centre of her life;

Maintaining a safe and educationally stimulating school environment;

Enhancing the total progress of the child’s 5 aspects of development; mental, physical,

emotional, spiritual and social;

Employing highly qualified educators to guide and hone each child to be the best that she

can be;

Attaining academic excellence through the use of varied learning and teaching techniques;

Regularly assessing school programs to assure that they meet international standards;

Pushing each student to reach her fullest potential by setting higher, more challenging

goals;





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Instilling in each child the importance of awareness and respect of various traditions,

cultures and values, especially the Arabic and Islamic culture and language;

Promoting self-respect and respect for others;

Making learning a fun and enjoyable experience for the children;

Working hand-in-hand with parents and the community to ensure that all the school goals

are achieved.

The school states that it has a specific mission and objectives that are well-known to all

stakeholders, radiating throughout the school. Stakeholders are involved in developing the

strategic objectives, to help support the realization of the school mission and vision. The school

adds that that the educational mission, vision, and objectives are aligned with the State’s

guidelines and the SEC’s plans and programs. The school educational mission, vision and

objectives are realistic, obtainable and are in the range of the school capacity-both with human

and financial resources. The school reports that the management promotes the school mission,

objectives and its values to the students, staff, parents, and community. The school also informs

that its mission, vision and objectives are supportive of setting up a healthy, safe, happy

environment for all students. The school mission, vision and objectives have a positive impact on

student behavior and its attainment. The school states that its mission, vision and objectives are

reflected through teaching quality and teachers’ dedication. Finally, the school reports that it has

cutting-edge procedures to enable it to measure its own success in applying the mission, vision

and objectives.

It was observed during the visit that some of the procedures and programs carried out in the

school support the school mission and vision. However, the school has to develop more effective

programs and follow them up in order to achieve its vision and mission.





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Section C: Learning Objectives

Based on the self study, the school mentioned that working groups were asked to decide whether

the statements were valid in the school and to provide a list of evidences which validate their

findings. During similar workshops the working groups broke down the vision of the school into

the most appropriate leaner outcomes.

Three student learner outcomes identified and explained:

Educated

1. understand the world around them

2. possess skills of reading, writing, listening, collaborating

3. understand and analyse information to create new knowledge and solutions

4. possess diverse knowledge

God – conscious

1. understand and exhibit religious values

2. apply these values to everyday life

Prepared for LIFE

1. be engaged in the world around them

2. apply knowledge and skills with ease

3. good communicators

4. reason soundly and critically in diverse situations

5. respect and support family and community

6. protect and advocate local and global environments

7. be self-motivated learners

8. be problem-solvers





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It was observed during the team visit and in meetings with staff and in reviewing of the school

documents, that the stakeholders had limited involvement in developing the students’ learning

outcomes through discussions and feedback. It was also observed that although the above

mentioned learning outcomes reflect the school’s vision and mission, they are not currently

supported with adequate programs.





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Chapter 3: Analysis of Standards & Indicators-Strengths

& Areas of Growth

STANDARD 1: SCHOOL MANAGEMENT AND LEADERSHIP

1. School Mission and Vision

The school states that its mission, vision, provides high quality education to all students in a

healthy Islamic environment in order to produce well-rounded citizens for the future and that

it is well-known to all stakeholders.

The original vision and mission were developed by the CEO and owners of the school, and

were revised in 2007- 2008 by the Board of Directors.

The school states that at every parent/teacher meeting, which is held once every term, parents

are encouraged to complete a questionnaire. Results and comments are used to develop areas

of the objectives which are possibly not being addressed successfully, and they are analysed

and actions are taken where necessary.

The school mentions that the school management is always open to suggestions from parents,

students, staff and the community. It is acknowledged that its educational mission, vision,

and objectives are aligned with the State’s guidelines and the SEC’s plans and programs.

Books and resources prescribed by the SEC are used for Arabic, Islamic Studies and Qatar

History.

Plans have been identified and approved; human and financial resources are allocated to

coordinate their implementation according to the planned timeline.





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The school acknowledges that surveys provide evidence of the positive impact of the

objectives on behaviour. The success of objectives and ESLRs is evident and measureable by

means of analysis of student achievement results and improvement in student reading levels.

The visiting team supports that the school has a clear mission, vision, and objectives for

stakeholders, who are involved in reviewing them through surveys, competitions, and

Parents’ Teachers Association (PTA) meetings. However, the visiting team recommends that

the school benefit further from the stakeholders’ opinions and suggestions in the formulation

of the mission and objectives.

The school aims in its mission, to transform students into young God-conscious individuals.

The school’s mission and objectives align with the regulations and vision of SEC, which is

attaining academic excellence through the use of varied learning and teaching techniques.

However, during the team visit to the school, the visiting team did not find evidence in the

form of records or data through which student performance is tracked over successive

periods to measure their progress. In addition, students do not participate in external

examinations to measure students’ performance in comparison with other schools which

follow the same British curriculum. It was also documented through the analysis of internal

exam results that there is a decrease in the overall performance for the academic year 2013-

2014.

The visiting team acknowledges that Iqra Girls’ mission and objectives are appropriate to the

school capacity and its human and financial resources. However, although the school has had

a budget surplus since 2009-2010, the visiting team observed that the school is in critical

need to be able to provide the school with needed resources (e.g. science libratory) to support

the learning process which is a demand asked by some students and also noticed through

science class observations.

The visiting team supports the school in its endeavour to contribute in achieving a safe and a

healthy atmosphere in the school, which was evident in the availability of fire extinguishers





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and exit signs in the execution of fire drills. However, it was observed by the visiting team

tour that the school needs to take more security and safety measures; as it was evident that

the roof doors were open. Moreover, two of the entrance gates of the school were without

security guards.

The team highly supports the school for its solid behaviour policy as it was reflected in how

students are well mannered and well behaved during school timing. Positive behaviour is

promoted through encouragement inside and outside classes. Teachers make use of House

Groups/Teams, Merit points, and Class Dojo, which is an on-line behaviour management

resource. Moreover, students are provided with opportunities to take responsibility through

the students’ council, participation in activities, and plan fundraisers for the benefit of Qatar

Charity.

The visiting team also supports the school in its effort to employ a group of teachers who are

qualified and experienced. However, during class observations, it was noticed that teacher’s

performance in the classrooms throughout most of the classes does not reflect the school’s

mission and objectives. It is therefore recommended that teachers are still in need of greater

professional development opportunities and training, especially in the area of differentiation.

Moreover, the school needs to work extensively on achieving its objectives regarding

teaching quality, and in ensuring that teachers are dedicated to provide students the best

educational experience aligned with the school’s mission and vision.

The visiting team recommends that the school identify actions to be taken to measure what

has been and what has not been implemented of the mission, and identify obstacles that

prevented achieving the mission or parts of it, and set clear targets to ensure that the school

mission is further developed, implemented, and monitored in clear and measurable ways to

improve the overall quality of learning school wide.





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2. Planning and Organisation, Empowerment

The school states that it has clear, comprehensive plans which contribute to improving the

school on the both short and long term, that involve all stakeholders. In addition, the school

states that it regularly executes, reviews, and amends plans to achieve the school mission.

The school states that there is a clear organizational structure which identifies the level of

management, responsibility and instructional hierarchy with a provided teacher’s handbook

which contains descriptions and policies.

It is also affirms that staff meetings are used as a means to give staff members the chance to

discuss their suggestions for improvement, issues which they feel impair their performance,

and for management to get their input before decisions are made.

Through meetings with the school’s principal and the school’s focus group, the visiting team

observed that the school identifies its priority which focuses on providing a happy and safe

environment for students. However, the school needs to prepare a strategic plan to implement

its priorities, and follow-up on its achievement on critical needs to improve the quality of

learning and support provided to all students. Moreover, the visiting team strongly

recommends that the school develop different plans to enable it achieve its educational

objectives. In addition, the school has to elaborate further and plan thoroughly by identifying

its real needs to developing a proper professional development plan that is aligned with staff

needs, an extracurricular plan, and the action plans for SEN students. Furthermore it was

observed that the school does not update or amend its action plan based on the results and

follow up reports.

In reviewing of the school documents and in meetings conducted by the visiting team, it was

made clear that the school staff is aware of the school policies through the staff handbook,

school web site, and meetings during orientation week at the beginning of the year, and some





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of the policies were updated and ratified by the Board of trustees. Moreover; the chain of

command and responsibilities are made clear through job descriptions. However, the visiting

team recommends that the school reconsider its organizational structure. It has been observed

that the school management is in lack of administration personnel such as a vice principal for

academic issues to support the principal in their duties and responsibilities. It has also been

observed that both of the key stage coordinators are also working as teachers in addition to

coordinators for extracurricular activities and the school safety. As a result the visiting team

observed that they are overloaded.

Through interviews with the staff, students, parents, and PTA, it was clear that the school

management needs to take into greater account stakeholders’ suggestions in the decision–

making process especially in the academic matters. It was observed that staff do not find it

hard to communicate with the administration, and the school has taken some procedures to

facilitate the staff communication among themselves. The visiting team also observed that

the overall atmosphere in the school is positive and cooperative. However, the school does

not have a promotion and incentive policy for the staff.

3. Quality Assurance System: Monitoring, and Follow-up

The school informs that it has an effective oversight system which contributes to increasing

school efficiency and in continuously improving its performance, in addition to applying an

assessment system for management, staff, and school efficiency.

The self-study also states that staff performance is closely monitored by the principal and

academic coordinators. The job descriptions and guidelines are set for all staff and are

revisited regularly.





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It also states that student results are analysed to compare achievement trends in different

classes in the same year group and that data is used to assess the academic performance of

the students which reflects on teachers, curriculum, and school efficiency.

The school acknowledges that it uses the S.E.C annual surveys of stakeholders to compile

school’s report. This report serves in the assessment of school efficiency.

It has been observed by the visiting team through classroom observations, interviews with

stakeholders and review of school documents that the school is in need to apply a more solid

evaluation system on its performance effectiveness and the performance of the school staff

and the school as a whole. It was stated that during the academic year, each department

meets to discuss the curriculum and the results of assessments to agree on the support offered

for low achiever students. The key stage coordinators and the principal attend class

observations and give verbal feedback. However, it was made evident to the visiting team

that the evaluation form is only given to the teachers at the end of the academic year, through

the summative evaluation for each by the principal and key stage coordinators. Staff are then

left the entire year without feedback to improve teaching quality or given support throughout

the year, which then affects the quality of learning. The school has to exert greater efforts in

monitoring teaching and learning and evaluating them, and to identify the points of weakness

and strengths, and provide the necessary support and training on a continuous level to all

staff throughout the year.

It was also evident to the visiting team that the school is in need to monitor and follow-up on

students’ performance by assessing their work continuously throughout the academic year,

and utilizing results to improve teaching practices and to develop plans to improve students’

academic outcomes.

Through interviews with the principal, staff and students, it was clear that there is currently

no mechanism for monitoring and evaluating plans and projects within the school for the





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purposes of improving its performance nor are external examinations used across grade

levels to gauge performance amongst similar schools with similar curricula.

School’s Identified Areas of Strength:

1. Clear Vision and Mission obvious to stakeholders

2. Aligned with State and SEC objectives

3. Measuring of attainment of objectives & ESLR’s

4. School is committed to SEC regulations and follows up work instructions precisely

5. There is a clear, announced organisational structure which identifies the level of

management, responsibility and instructional hierarchy.

6. There are mechanisms which facilitate communication among staff.

7. The school atmosphere is positive, cooperative and with a sense of responsibility.

8. The school applies assessment system for management, staff and school efficiency.

9. School monitors and follows up student performance.

The visiting team supports points 1, 2, and 7 as areas of strength; and encouraging the

school to maintain the use of good practices regarding these areas so that they are

maintained. However the visiting team strongly recommends that the school consider all

other contended areas of strength as growth areas, as the school is in need to improve on

these points.





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School’s Identified Areas of growth:

1. More specific communication of Vision and Mission.

2. Create more opportunities for stakeholders in decision-making.

3. A formal review process for school performance with a clear set of documented

KPI’s.

The visiting team agrees with all of the growth areas mentioned in the school self study, in

addition to other areas that are recommended for the school to address in Chapter 5 for this

standard, and encourages the school to further implement its action plan to improve these

areas.





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STANDARD 2: EDUCATIONAL PERFORMANCE AND LEARNING

ENVIRONMENT

1. Methods and Pedagogy

The school states that teaching methods and pedagogy are in line with the vision and mission

of the school. The school adds that classroom support is also available to students who are in

need. The self-study also states that a variety of instructional techniques are used in the

school to ensure students’ preferred learning style.

The school also reports that the curriculum provides exciting skills which motivate and

challenge all students’ ability levels. In addition, it is stated that the curriculum resources

provide clear objectives for each lesson and offer activities for differentiated ability levels.

The school informs that support teachers for Maths and English are available in the classes

for struggling students. Non-Arabic speakers and some of the very weak students are

supported outside of the class. The school states that the implementation of smart boards and

internet in all classes has had a major impact on teaching.

The school states that targets are set according to the standards of the curriculum of England

and Wales for core subjects and according to those of the SEC for Arabic subjects.

The school reports that classroom visits and inspections are random so as to ensure the

highest standards of lesson delivery at all times.

The school informs that teachers are constantly aware of the level of engagement and

understanding of the students during the lesson. The school’s merit system and class Dojo are

tools for encouragement for students.

The school states that a friendly, yet respectful, atmosphere is evident and continually

encouraged in the school. At the end of each term, certificates are awarded for academic





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achievement, academic improvement, good behaviour, best readers, and excellent

attendance. The full-time Social Worker deals with transgressions, records them and reports

back to management and, where necessary, to parents.

The school reports that assessments and assignments are designed to test that student can

apply new knowledge and skills to different situations.

During the team’s visit and through the observation of different classes, it was observed that

teachers use some strategies in alignment with the school’s vision and mission such as

teaching through discussions, brainstorming in addition to games in the lower classes. It was

also consistently observed that the classes in the upper stage lack group work and supportive

activities that support students’ learning. The visiting team also observed that teachers need

to exert more effort to address the students’ different levels of learning, by adopting a variety

of teaching strategies rather than discussions and brainstorming and preparing worksheets

and activities that take into consideration the students’ individual needs. These activities

should also be clarified in the planning.

The visiting team supports the school in encouraging teachers to employ the use of modern

technology that helps in facilitating the ideas presented. In addition, the visiting team,

through class visits, observed the positive and respectful relations between teachers and

students as well as among students themselves which help in creating a comfortable learning

environment in most classes. Teachers also use the “School Dojo and House Merit” systems

in order to motivate the students and attract their attention.

The visiting team also observed through class visits that although teachers discuss ideas and

use brainstorming questions to challenge the students thinking, students are still in need for

further and varied activities to apply what they have learned and use the knowledge and skills

acquired. Moreover, final assessment for the information provided is also needed and have to

be utilized to identify the parts that need more clarifications.





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It has been observed that the school library has in place a reading program and resources

available help students to improve their reading skills. It was clear that students in most

classes could answer questions, read and communicate with their teachers using English in a

good manner. However, students are in need for more writing activities to improve their

writing skills.

As for non-Arabic speakers, the school provides a support teacher and modified tests at exam

times. But it was evident that the school has to encourage the support teacher to use the

resources available and prepare adequate activities in order to help students acquire the

language. However, the school needs to follow up further on students’ levels in order to

improve the weaknesses and support students’ learning more effectively.

2. Curricular Standards, Quality and Implementation:

The school reports that its curriculum is broadly based on the National Curriculum of

England and Wales. In addition, Arabic, Qatar History, and Islamic Studies are taught in

accordance with the National Standards of Qatar.

The school adds that they offer extracurricular activities after school to further encourage

intellectual, physical and creative development. A few sports activities and a number of

cultural/creative activities are also available. The school also reports that it provides teachers

with a variety of teaching materials and resources.

The visiting team observed that the school adopts the British curriculum using different

publishers to supplement the curriculum such as those from McMillan and Ginn. The SEC

curriculum is adopted for Arabic, Islamic Studies and Qatar History. The curriculum is

aligned with the school mission and objectives. They are also reviewed and updated

according to teachers and parents’ feedback, as the school prepared a booklet for Arabic to





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support students’ learning in Year 1. The school should consider providing extra activities in

classes not only for different levels of students but also for gifted and talented students as

well. The school must also consider the introduction of a science lab, as the “Ginn” science

curriculum depends on the practical part in most topics.

3. Learning Environment

The school says that display boards are available inside and outside classrooms to display

students’ work or to display materials used for teaching certain subject matter. In addition

furniture and resources ensure a comfortable environment.

The school communicates that all classrooms have appropriate resources allocated to them at

the beginning of the academic year. Interactive white boards, Smart Boards, are also

available in classes along with internet. In addition to that, the ICT lab contains enough PCs

for each student to work at her own PC in ICT lessons. The PE hall is also well stocked with

a variety of exercise equipment.

Through observations, the visiting committee confirms what the school mentioned in its self-

study. The school supplies every classroom with furniture suitable for the students’ age and

is deemed to be in good condition.

The classes are well lit and ventilated. They are decorated with students’ work that provides

a positive classroom environment. All classes are supplied with smart boards to support

teaching. Some of the classrooms are also supplied with supportive tools, resources and mini

libraries.





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4. Assessments

The school states that school programmes are continually monitored through various means.

The school adds that parents and students are interviewed and given opportunities to provide

feedback on student learning and student progress. They sometimes find ways to modify

delivery of existing material to improve learning by working together. New strategies to

address issues raised by such assessments are discussed in meetings at various levels.

The school states that all written forms of assessment data are recorded and analysed to

gauge progress of individual student learning. Lesson planning is adjusted according to the

results. Coordinators are also required to check assessments before they are taken by students

to see that the questions are challenging.

The visiting team noticed during class observations that some teachers use varied assessment

methods including formative and summative to measure students’ learning towards some

skills and knowledge. However, teachers are in need of adopting greater methods to measure

higher order thinking skills and to train students on different kinds of written questions

during classroom activities.

The visiting team noticed that the school adopts some modifications on its curricular

programs based on parents and teachers feedback. But the school is in need of utilizing

students’ results in order to drive any needed change towards lesson planning and curricular

modifications and at the same time ensures accomplishment of learning outcomes.

Additionally the school should review its overall assessment procedures and processes to

ensure that it provides a more accurate picture of student performance and is a reflection of

school curricula. This should include greater external assessments aligned with benchmarks

of curricula, a more critical analysis of results, and engaging all students in assessments

rather than selected students as is currently the practice.





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1- Friendly, respectful atmosphere in school due to effective policies.

2- Strong curriculum and resources.

3- Policies to ensure quality lesson planning.

4- Excellent behaviour management system.

5- Well maintained facilities.

6- Assessment policy ensures real time feedback & analysis for problem identification.

7- Entrance tests.

The visiting team supports areas 1, and 4 as strengths and recommends that the school look

at the areas mentioned as all critical needs for the school that require strategic planning as

extensive improvement is needed in these areas.

School’s Identified Areas of Growth:

1- Staff training in lesson differentiation for gifted students.

2- Research alternative Math resources.

3- Improve Yr 1 Arabic lessons.

4- Install window coverings for classrooms with direct sunlight.

5- Implement standardized testing.

The visiting team supports all the growth areas in addition to the areas recommended by the

team in Chapter 5.





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STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS

1. Students' Academic Achievement

The school states that students take an entrance test when they join the school to assess

English and Arabic language proficiency and numeracy. Tests, along with the full application

package, including reports from previous schools are reviewed by the principal before a

place is offered. Students are placed in classes so as to spread the ability level evenly

throughout classes.

The school confirms that it follows an assessment policy for written assessments. Students

are assessed at predefined points in Math, Science and English. Arabic and Religious

Instruction are assessed twice in a term. Each student has a Reading Record to track his

progress in reading. All assessment results are kept on Excel spreadsheets.

The school expresses that teachers are encouraged to guide students to think critically about

situations and challenges they pose to them. The written assessments in the higher year

groups usually test these abilities in the higher level questions. Projects like those for Science

Research competitions are examples of gauging these skills.

The school states that the assessment policy was recently updated to include the results of

weekly English and Arabic spelling tests into the final results for these subjects. The

subjective results which had previously been included for things like classroom participation

have been removed. These are now reported on in the students’ progress reports by means of

a grade for effort.

The school states that the principal and the coordinators meet regularly to analyze student

progress and discuss opportunities for improvement. The coordinators review lesson

planning, student work, assessments and teachers’ marking. They also teach classes so they





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have first-hand knowledge of some of the challenges faced by teachers and students. This

helps them to make informed recommendations for improvements.

The school confirms that it provides clear progress reports to parents at the end of each term.

Parent/teacher meetings are held once per term in the evening.

The visiting team confirmed through staff interviews and review of school documents that

students are assessed when enrolling at the school to identify their knowledge level.

However, the school does not utilize these assessment results to provide a student preparation

program that suits all students’ levels and individual needs. Moreover, it was observed that

some students are enrolled in the school even if they do not pass these tests. The school

requests of parents to sign a declaration in the form of a contract to be responsible for their

child improvement. It was also stated by coordinators and teachers in interviews, that the

assessment policy should be modified in away to prevent the acceptance of students with

educational needs in the school, since the school is not prepared to handle the learning needs

of such students.

The visiting team confirms that the school has an assessment policy that identifies

assessment methods. Student’s performance is assessed regularly in the core subjects.

However, students’ performance in other subjects is assessed as an effort mark only.

The school was not observed to be tracking students on a regular basis through weekly

quizzes or other ways of ongoing assessment, to more thoroughly gauge student progress and

knowledge.

The visiting team observed that the school provides to some extent data on internal

assessments through which students’ performance is tracked and recorded. This analysis

shows that students’ performance has been relatively correlated with low averages especially

in the higher grades. Teachers indicated that they did not view these analyses. Hence,

teachers should be aware of their students’ progress in order to modify teaching in a way





27

appropriate to learners’ needs. The school also needs to constantly analyze students’ results

in a way that helps to measure students’ progress and identify weaknesses and strengths, in

order to be able to develop action plans that ensure continuous improvement.

Although grade four students have participated in TIMMS and PRILS international testing

the school is further in need still in need to measure its students’ progress through

participating in other international standardized exams. The school has started implementing

models of international questions into students’ assessments but the school still needs to

properly prepare its students for these tests to measure results and reflect on student

performance.

It was confirmed during the visit that the school develops reports on students’ performance

and behaviours thrice a year. These reports are sent to parents regularly.

2. Care for Different Categories of Students

The school states that teachers encourage gifted students by setting more challenging

questions for them in assignments and by holding regular competitions such as a Timetable

competition and Spelling Bee. The school adds that some teachers feel that there is not

enough time to spend on special programs for gifted students apart from the above as there

are a number of weak students in each class who require extra support, even with the support

teachers in the classrooms.

The self-study also states that once a student has been identified as being SEN (Students with

Educational Needs), the social worker works with parents and doctors/specialists to ensure

that the requirements for that student are met. The school confirmed that it does not have

special facilities for those students and can only deal with mild cases. Teachers are informed

of the cases and how to deal with them. Should a student have severe SEN, the parents are

advised that the schools’ resources are not adequate for that specific type of case. The school





28

mentions that many parents opt to keep their girls in the school, where in such cases parents

sign a letter which states that they are aware of their daughters’ condition and that the school

is not fully equipped to deal with such cases.

The school adds that staff found that it is very difficult for them to deal with students with

disabilities/learning difficulties as the school program is very full and intense. It is however

evident that they do support those with mild disabilities/learning difficulties. The support

programs offered provide support for some of these students to achieve some satisfactory

results.

Moreover, the school adds that although some training has taken place on methods of

differentiated teaching, it was found that this is a critical growth need for the school.

The school states also that students are rewarded for progress against their own targets in

order to provide encouragement. Outstanding students are awarded certificates in a merit

ceremony at the end of each term Students who achieve outstanding results in internal or

external competitions that are academic, sport or cultural are also awarded. At the end of

each term, the House team which has the highest score is treated to a party or outing.

It was confirmed to the visiting team during the visit that the school did not develop plans

and programs that explain how to address gifted and talented students the care provided for

them.

Moreover, the school did not develop plans for students with learning difficulties, though the

school has a list of fifteen students who are considered as students with educational needs

(some of them with medical reports). These students are followed up by the school’s social

worker who writes a cumulative report to follow the situation and the procedures that need to

be taken. In addition, the school does not provide records of tracking these students’ results

to measure their progress.





29

It was also observed during class observations that the school has provided support teachers

to those students in addition to the low achievers during English and Math lessons. However,

class teachers’ support was limited during the other lessons. Hence, the school needs to

provide appropriate support to those students and monitor them to ensure continuous

progress.

In addition, it was also clear during class observations that teachers’ skills in dealing with

various categories of students is need of improvement collectively, by enrolling teachers in

more appropriate training courses that qualify them to address students’ various categories.

In addition, it was acknowledged through teachers’ interviews that due to their job burden,

they are not able to focus on or plan for different categories of students.

The visiting team acknowledges that the school honours and recognizes students with top

academic accomplishments, good behaviour and attendance with certificates, merits, field

trips and trophies.

3. Students Discipline and Behavior

The school declares that all stakeholders are aware of the expectations for behavior and the

consequences of non-compliance. Students are regularly reminded of behavior expectations.

The school ensures that it focuses on encouragement and positive feedback rather than

disciplinary measures. The school also has in place a merit system by which staff reward

students for exhibiting positive behavior, and not limited to academic achievement. Students

are divided into ‘House Groups/Teams’. Merit points are awarded throughout the week. The

winning House receives a Trophy. At the end of each term, certificates are awarded for

academic achievement, academic improvement, good behavior, and excellent attendance.

The school also states that teachers use de-merits as the first action when dealing with minor

infractions. Should a student repeat the infraction, the student is referred to the academic





30

coordinator or the social worker and they are punished accordingly. Students who continually

misbehave may be excluded from outings or play time.

The school confirms that there is a friendly, yet disciplined atmosphere in the school.

Teachers are selected for their qualities of commitment and passion, and they are observed in

their dealings with students and colleagues and any issues are dealt with swiftly by

management.

The accreditation team confirms that the school has a comprehensive behavior policy that

includes behavior to observe in and out of the classrooms as well as consequences of

violations. The policy also includes measures for unacceptable behavior and the penalties for

each behavior.

It was clear to the visiting team through staff, parents, and students’ interviews that the

policies which regulate students’ behavior are clear and known stakeholders although they

were not displayed in the school facilities. Relations between teachers and students as well

as among peer students are good. The visiting team confirms that the students exercise

positive behavior in the classrooms, corridors, and yard. Moreover, the students confirmed in

interviews their sense of fairness in the school’s implementation of the behavior policy.

The visiting team acknowledges that rewards and incentives are granted for good students’

behavior in the form of certificates of appreciation and trips.

The school has a mechanism to track students’ behavior through the social worker documents

and students’ reports. Moreover, it was noticeable to the visiting team that the school tracks

negative behaviors and develops solutions for them through the coordination between the

class teacher, social worker, and in some cases the parents.





31

4. Student Connectedness

The school indicates that students who experience problems are quickly identified by either change

in their academic achievement results or behavior. The teacher informs the social worker who then

helps monitor the student and investigate causes. The school adds that it refers possible learning

disability cases to the School Health Clinic in Abu Hamour and it confirms that it has had great

success with a number of students.

The school confirms that extra-curricular support is provided in the areas of math, Arabic and

English clubs. Other extra-curricular activities support student growth in areas of fitness and

creativity and students are encouraged to participate.

The school mentions that it follows some strategies to promote student confidence that include:

Each class has a turn to present a short play to the rest of the school in the morning

assembly were all students take part in this play

There is an annual book week concert in which all students are expected to participate.

PSHE and outside speakers are used to build character and ethics

Student Council elections showcase the results of responsible, ethical behavior

achievement

School outings

It was made clear to the visiting team during the visit that the school has limited support systems to

support students’ learning. Referral services are available through the social worker which receives

a case study for some students from the class teachers, who then takes the responsibility to

communicate with the students’ parents and follow up on these cases.

The school confirmed that it has a number of students with educational needs, who are also

followed up by the social worker and supported in the classes by the support teachers. These

support teachers also assist the students with low academic level in the classrooms. However, it

was confirmed during class observations the need for more effective support for those students.





32

It was confirmed through interviewing the school staff that the school is not providing academic

assistance programs for low achievers. However, the school has provided a pull out programs for

the non-Arabic speakers during Arabic and Islamic Studies lessons. Teaching during these lessons

was observed to be lacking.

It was confirmed during the visit that the school has an environment that support student’s personal

growth and responsibility. The school has arranged some lectures and workshops about respect,

honesty, and awareness in adulthood and students have participated in some competitions.

The visiting team observed that students are provided with various extra-curricular opportunities

that include different subject clubs, hand crafts, badminton and Quran club. These activities are

held after school hours and are optional. However, the visiting team recommends that the school

include more effective activities during these programs to support students’ learning and outcomes.

It was also made clear to the visiting team that the school does not evaluate the effectiveness of

these programs and the level of student’s involvement. Hence, regular evaluation for students’

satisfaction about the school’s services is important.

The school has a student council in place. Its members are chosen through an election program held

at the school premises. Student council regularly meets with the school admin to lend student voice.

Moreover, these council members haring different responsibilities at the school, including having

duties during break time and helping in arranging different events at the school.


1. Entrance tests for evaluating ability level before students are registered

2. Teachers constantly observe, monitor and evaluate student performance

3. Regular on-going assessment policy

4. School’s ability to analyze, identify and implement improvement plans

5. Clear, regular progress reports and parent meetings





33

6. Programs for slightly challenged students

7. School reward system

8. Comprehensive behavior policies

9. Students aware of behavior expectations

10. Excellent behavior management programs

11. Mutual respect between teachers and students

12. Support system

13. Enjoyable events

14. Good activity attendance

15. Student perceptions of school

The visiting team supports points 5, 8, 9, 10, 11 as areas of strength. Point 13 is considered as

normal school duties. However, other points are not considered as strength areas due to the stated

reasons and observations made in this section of the report.


1. Training for teachers on differentiated teaching methods for gifted/talented students

2. Programs for gifted/talented students

3. Student attendance and punctuality

4. More regular questionnaires to record and track parent and student perceptions

The team supports the above mentioned areas of growth, and recommends more areas of growth in

Chapter 5 of this report.





34

STANDARD 4: RESOURCES MANAGEMENT

1. Oversight and Staff Distribution

The school states that the school staff is recruited according to Supreme Education Council needs

and requirements, and that all prospective candidates are approved by SEC for their employment.

Candidates’ CVs are screened for correct qualifications and experience by the HR department who

arranges the first interview with the principal.

The school mentions that the staff is assigned to positions according to their qualifications, and

they are rarely changed to other positions.

The school also clarifies that opportunities for promotion are extremely limited. There is no formal

incentive scheme for staff. The management rather, ensures that the staff is treated fairly and

arranges regular team building for them whenever possible.

The school clarifies that staff members are required to sign in by means of a finger scanner. No

casual leave is allowed on teaching days except for extremely exceptional circumstances and then

only if approved by the CEO, and that absences must be supported by doctors’ attendance

certificates.

Permission for short-leave during teaching time must be approved by the principal. When a staff

member falls ill, she must inform the administration and her key stage coordinator before 7:00 a.m.

This allows the coordinators enough time to arrange suitable cover for her classes. Support teachers

are usually used to cover classes or the lessons are exchanged with teachers of other subjects.

The visiting team confirms that the school has a clear employment policy and it is applied in a

uniform way to guarantee the qualifications of its human resources. Principal and key stages

coordinators are involved in the recruitment decision process through the interview process, and the





35

attendance of demonstration lessons for new candidates. It was assured that there is no shortage in

teachers and they are distributed in a fair way between the two key stages. There are class teachers

and support teachers for both key stages.

It was assured through staff interviews and review of school documents, and that most teachers are

qualified and most responsibilities and tasks are distributed according to their qualifications and

experiences. On the other hand, it was assured that some of the support teachers are teaching

subjects like Islamic history and geography that don’t match their qualifications, which is reflected

on the students’ learning in the classroom.

Through staff interviews, it was confirmed that there is no clear and announced policy for staff

promotion and motivation. However, it was confirmed that the school staff is informed about

promotion verbally and are promoted and motivated just by certificates according to their

performance. Moreover, the school motivates staff by increasing salaries 5% each two years.

It was also confirmed that the school has an effective system for following up on staff check in and

out, lateness, and absences. Moreover, it was evident that the staff lateness and absence percentage

is low. Through meetings with the school staff, it was clear that the substitution procedure is in

place and the school depends on the support teachers to cover absence cases for the two key stages.

2. Preparation and Staff Professional Development

The school states that professional development (PD) is an on-going process in which teachers are

monitored to ensure high standards of teaching and student learning.

The school clarifies that new teachers are provided with induction sessions. New staff are mentored

and supported by coordinators, colleagues, and the principal to ensure that they understand and

present the course material according to school’s standards. The coordinators and principal observe

lesson planning, lesson delivery and attendance of new staff very closely until they are satisfied





36

that the new team member’s performance is at the required level. The school also declares that after

(PD) sessions have taken place, the school monitors the impact of the (PD) sessions over a period

of time.

In interviews with the staff and in reviewing of school documents, it was assured that the school

needs to set and apply a comprehensive professional development plan which includes training

programs that allow participation of the most possible number of school staff in the training courses

which meet their individual needs.

It was confirmed that the school has not allocated a clear part of the school’s budget for seeking out

adequate number of internal and external professional development workshops to target the

teachers’ real needs. Through meetings with teachers, it was confirmed that some of them had

joined some of the training workshops in Qatar Foundation and British Council, whilst a good

number of teachers confirmed that they didn’t participate in the workshops and they are in need for

greater training workshops to develop their performance especially in differentiated instruction,

classroom management, and modern teaching methods.

The teaching staff expressed that they share experiences and learning practices through exchange

class observation, in addition to some internal workshops that are arranged by the teachers

themselves. Moreover, it was clear that the teachers are not followed up formally by the principal

and the coordinators to measure the impact of the professional development on their performance.

It was clear that the school has not set appropriate development plans for new staff needs. In

interviews with new teachers, they confirmed that they receive support from the principal and

mainly from the key stages coordinators in teaching methodologies, curricular requirements,

through informal observation, collaborative teacher planning, and meetings.





37

3. Infrastructure, Equipment, Materials’ Resources Management and Distribution

The school states that the buildings and yard are approved by the SEC’s engineering department as

sufficient and safe for the number of students. However, it is mentioned that the buildings are not

really suitable for special needs students which are one of the reasons that the school cannot

register students with disabilities which require special facilities.

The school declares that sports facilities were limited until the recent expansion. A new PE Hall has

been built and will be ready to use soon. There is enough sheltered space outside for some sporting

activities such as badminton and basketball.

It is mentioned that the school’s facilities are well-maintained and that classrooms contain furniture

required. Major maintenance projects are undertaken over weekends or during school holidays.

The school states that the school library contains over 12,000 books and is backed by an resource

management system called Access-IT. There is a large number of teacher’s reference books

available. In addition, all classes are scheduled to visit the library to select and exchange books

once a week.

The school mentions that every class in the school has its own computer for its smart board. The

library and resource rooms have computers with the ACCESS-IT program on, and all of the

computers in the school are connected to the internet.

It is stated that safety and security of all at the school is a priority. The buildings have a first-class

fire system installed. Regular fire drills are conducted to ensure that everyone knows the evacuation

procedure in case of a fire.

The school states that a full-time, qualified nurse who is sponsored by the school is on the premises

in a well-resourced clinic at all times students are present. The nurse deals with first aid issues like

falling ill or injuries.





38

During the team visit and tour around the school, it was clear that the school yard, buildings,

facilities, technical preparations and furniture are appropriate and suit students’ ages and numbers

as well as meet most of the students’ learning needs.

The classrooms are well furnished and appropriate for students’ ages, and the classrooms have

appropriate teaching resources, in addition to smart boards in all classes. It was also found that the

school library contains recourses, references and audio visual materials, suitable for teachers and

student’s needs. It was also confirmed that a qualified librarian is available for organizing the

library and facilitating the teachers and students’ borrowing process. Moreover, computers and

internet service are available in the library and all classrooms. In addition, the school’s facilities

such as the computer lab are provided with devices and tools appropriate to students’ ages and

number.

However it was noticed that the yard space is not appropriate enough for the student numbers and

for students with educational needs to practice some of the school’s activities, since the floor of the

outside yard needs to be maintained in some corners to be safer for students to play.

Moreover, it was noticed that there is a need for a science lab and a shaded play area to meet both

students’ educational and physical needs.

It is also observed that the school maintenance and cleaning is in place in most of the school

facilities and equipment and is regularly checked up. The school has trained students and staff on

evacuation procedures and there is an evacuation plan for the buildings and fire drills are conducted

on a regular basis to ensure that the safe protocol is followed. It was clear that emergency exits are

available in the school building. However, it was noticed that the school is need for a clear sign for

the students’ assemblies in case of fire in the school.





39

The school has a nurse who takes care for health aspects during the school day. The clinic is well

equipped and the required medicines are available, however the nurse needs to be more aware of

different disease cases and maintains records for daily health issues to follow up.


1. Quality staff

2. Good policies and practices in place

3. Introduction procedure

4. Good resources and facilities.

The visiting team approves point 4 as an area of strength. Point 2 is not clear and broad and not

specifically related to standard 4, and in general it is not considered as an area of strength in the

school. Point 3 and 1 are not considered as areas of strength, as they were not observed to have a

strong impact on the teachers’ performance and students’ learning.


1. Incentive system

2. Individual PD plans

3. More sports facilities.

The visiting team supports the above areas of growth, and has added more areas of growth in

Chapter 5 of this report.





40

STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIPS

1. Parental Involvement and Communication:

The school declares that communication with parents takes place in different ways.

Furthermore, parents are encouraged to communicate with the school when they have any

comments, suggestions, or concerns.

In addition, during the first term the parents of grade 1 students are invited to a meeting at the

school where teachers are introduced and are given the opportunity to inform parents of policies

and procedures which will affect them.

The school expresses in the self-study that, parents are invited to as many activities and events as

possible.

The school added that, it generally sends home questionnaires to gauge parents’ opinions before

making changes which may affect them.

The school also states that, every parent complaint is taken seriously. The policy is that

complaints to and from parents go through the social worker who documents the cases.

The school also clarifies that, parents are requested to check the students’ homework diary every

day to ensure that they find any communication from the school regarding the student. At the

beginning of each term the parents receive a curriculum overview.

The school also mentions that, parents’ participation, attendance and support have increased

drastically.

The visiting team confirms that the school communicates with parents in varied ways such as the

PTA, newsletters, circulars, website, SMS, individual meetings and surveys. The school





41

introduces parents of KS1 to school policies at the beginning of the academic year. The school

also reviews its vision and mission with them through competitions and a questionnaire.

It was clear to the visiting team that the school gives the parents the opportunity to attend various

school events through review the school documents, it was evident that the school still needs to

develop a plan to involve parents in the school activities.

Through questionnaires and coffee morning meeting parents can voice their opinions and

suggestions. The suggestions are delivered to admin and teachers and then sent to the

management team.

The visiting team found out through interviews with parents that the school responds to parents’

complaints, however; some complaints parents expressed take a long time to be resolved.

It was confirmed through interviewing of parents and reviewing of school documents that, the

school takes a hand with parents to follow up on their daughters’ academic levels through student

homework, diaries and reports. Some parents have participated in judging competitions in the

science fair and reading stories during the book week.

It was clear to the visiting team that most of the parents are satisfied with the school services

while others are not very satisfied with some aspects of the school such as the declining of the

students’ academic level of their daughters.

2. School Community Relations:

The school states that, teachers have participated in training and workshops at a number of other

schools, Staff in the school felt that the opportunities for interaction and information sharing are

limited due to competition between private schools.





42

The school clarifies that, it participates in a large number of community events including National

Day celebrations, the annual sports day, the national Quran Competition and the annual Science

Research Fair.

The visiting team confirmed that the school participates in activities and celebrations; however

the school still needs to set up clear plans to organize the effective communication between the

school and the society’s institutions.

The school communicates with local community institutions such as; Moza Centre, Family Centre

and Qatar Charity in order to coordinate students’ trips.

It was made clear to the visiting team that the school needs to exert more efforts to encourage

community organizations to support the school with proper resources and support that serve in

achieving the schools’ educational objectives.


1. Numerous methods of communication with parents.

2. Parent support of activities and events.

3. Parent involvement in students’ progress.

4. Parent satisfaction.

5. Participation in community activities and events.

6. Parent communication, support and satisfaction

7. Strong curriculum backed by high quality teachers and resources.

The visiting team approves all the above areas of strength, except point number (7) which is

deemed to be a growth area.





43


1. Encourage more participation of parents in activities.

2. More interaction with other schools.

3. More opportunities for stakeholder input into decisions.

4. Training on differentiated teaching for gifted students.

5. Implement school review process with Key Performance Indicators.

The visiting team supports the first three points of the above areas of growth. Points number (4)

and (5) do not belong to standard 5. In addition the team added one more area of growth in

chapter 5.





44

Chapter 4: The Action Plan

The school’s action plan was developed as a part of the Self-Study process that focuses on

addressing the growth areas that the school has discovered and supported from the various

standards analyzed in Chapter 3 of the Self-Study.

It was observed that the school has addressed most of the growth areas that have been identified

in chapter 3 in its action plan. Most of these growth areas are measurable and realistic. The school

has identified clearly most of the components of the action plan. However, the time line and the

required resources for some of the growth areas need to be identified more accurately and clearly.

The time line needs to be more specific according to the priority of the growth area.

The School’s action plan as it currently exists garners most of the school’s priorities and

objectives that aligns with the school’s mission and requirements and within its financial and

human capacity. The school has already started implementing some of its priorities within the

expected time line and still needs to follow up on the achievement of the other tasks of its action

plan. The school has reviewed and updated its action plan twice in May and September 2014.

However, the school still needs to keep modifying, developing, and updating its action plan based

on the results and follow up reports.

Moreover, the school will need to further consider the visiting team recommendations as indicated

in Chapter 5 of this report





45

Standard 1: Education Leadership

Growth Area Action Plan 1

School’s Vision & Mission

Rationale:

All stakeholders should understand and endorse the Vision & Mission in order to ensure full support and

shared direction which will bring about greater success

Growth Target:

Our target is to endure that all stakeholders know, understand and support the Vision & Mission of the

school

Learning Results Supported:

Well-informed, good communicators, motivated to learn Tasks/

Strategies

Personnel

Responsible

Resources Timeline Means to

assess

improvement/

follow-up

Means to

Report

Hold a competition

with questions

about the vision

and mission.

Include the vision

statement in

communication.

Put up boards with

vision statement in

strategic locations

Compose school

song with words

from the vision

Principal &

Social worker

Principal &

secretaries

Principal &

Academic

Coordinators

Principal &

Academic

Coordinators

Stationery &

finances for

prizes

Stationery

Stationery

Time

End of AY

2014

Interviews

with

stakeholders

Management

reports





46


Planning & Management Organizations, Empowerment

Rationale:

Stakeholders will be more supportive of decisions which involve change when they feel that they have been

afforded the opportunity of airing their views prior to the changes

Growth Target:

Include appropriate stakeholders in the strategic decision-making process whenever possible


Effective communication

Tasks/

Strategies

Personnel

Responsible

Resources Timeline Means to assess

improvement/follow-up

Means to

Report Regular

meetings

with Student

Council and

PTA

Management,

staff and

committees

Times On-going Interviews and surveys

Survey results


Quality assurance system: Monitoring & Follow-up of Operations

Rationale:

If stakeholders are aware of the targets (KPIs) it is more likely that they will work towards achieving them

and the school will have documented proof of achievements

Growth Target:

Compile a KPI document with clear tacit targets to measure progress and achievement


Effective communication

Tasks/

Strategies

Personnel

Responsible


improvement/follow-up

Means to

Report Create formal

school review

process with

a clear set of

KPI’s

Management

team

Time End of

June 2015

Observation, analysis,

interviews etc. depending

on detail of KPI’s

KPI document





47

Standard 2: Educational Performance and Learning Environment


Methods and teaching pedagogy

Rationale:

Most lessons generally target average students and special programmes cater to the lower level students but gifted

students could be stimulated more to achieve even more.

Growth Target:

To ensure that teachers understand and implement differentiated teaching methods, especially for gifted students.


Good communication, Global citizens, life-long learners, technology literate, critical thinkers, apply knowledge,

well-educated

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Source courses/

workshops on the

topic.

Approach other

organizations for

ideas.

Inform staff.

Coordinators check

planning and lesson

delivery for

implementation.

Management

and teachers

Teachers and

coordinators’

time

End of 2014 AY Planning documents

Student achievement

results

Progress reports

Progress

reports

Question-

naires


Curricular standards: Quality & implementation

Rationale:

Parents need detailed explanations of the methods used in solving Math problems in order to help their students when

they get stuck with homework to avoid confusion caused by explaining different methods to those used in class

Growth Target:

To find a Math resource which includes detailed explanations in order to support families with Math home work


Well-educated, be problem-solvers, critical thinkers, apply knowledge and skills

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Research available resources.

Select most appropriate resources.

Purchase programme.

Train staff.

Implement.

Management,

Board of

Directors and

teachers

Financial,

time,

human

Sept 2015 -analyse student

results

-questionnaires

Achievement

graphs

Management

reports





48


Curricular Standards: Quality & Implementation

Rationale:

Year 1 language learning is the foundation for the rest of a student’s education. Regular, quality practise is the

key to success.

Growth Target:

To introduce extra resources to supplement the year 1 Arabic curriculum


Well-educated, be problem-solvers, critical thinkers, apply knowledge and skills, good communicators

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Source and implement

resources which compliment

the current curriculum

Arabic teacher

and

Coordinator

Financial,

time,

human

Sept 2014 Observe student

work and

achievement

results

Student results


Learning Environment

Rationale:

Some classrooms have big windows which are in direct sunlight at certain times of the day which makes the

interactive smart boards difficult to see

Growth Target:

To install window coverings which will make it possible to control the amount of light in the classrooms so that

smart boards can be seen clearly


Maintaining a safe, healthy environment conducive to learning

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Source window blinds and

have them installed

Management,

Financial staff

and Resource

Coordinator

Financial,

time,

human

Sept 2014 Observation

Observation





49


Assessment

Rationale:

Our on-going assessment policy enables us to measure the students’ progress and understanding of the topics

covered but the need exists to measure the level achieved against that of students in other schools

Growth Target:

To implement a system of standardised assessment for core subjects


Well-educated, be problem-solvers, critical thinkers, apply knowledge and skills, motivated to learn, realise full

potential Tasks/

Strategies

Personnel

Responsible


improvement/follo

w-up

Means to

Report

Research various

standardised assessment

programs available in the

market.

Purchase

Train staff on the use of

Implement

Analyse results

Management,

Coordinators

and teachers

Financial,

time, staff

Sept 2015 Analysis of

results

Achievement

graphs

Management

reports





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Standard 3: Development and Welfare of Students

For ‘Student achievement and ‘Care for different categories of students’ please refer to

Action Plan 4


Student Connectedness

Rationale:

It is important to track the perception of stakeholders in order to ensure alignment to goals and objectives at all

times and to stay abreast of changes

Growth Target:

Conduct regular surveys by means of interviews and questionnaires


Attainment of academic excellence, regular assessment of programs, working hand-in-hand with parents

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Design and compile different

questionnaires

Schedule when they will be

distributed

Action according to schedule

Draw up graphs and analyse

results

All staff Time,

human

Dec 2015 Observation and

analysis of results

Management

reports

Minutes of

meetings





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Standard 4: Resource Management


Staff professional development

Rationale:

The standard of any school is only as good as the quality of the staff employed in that school and their dedication

to and passion for their work. In order for them to stay abreast with the rapidly changing world and motivated to

work, they need regular training and work shops

Growth Target:

To draw up and document individual Professional Development plans


Employing highly qualified staff, attaining academic excellence

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Source training and

workshops

Encourage and schedule peer

training observations

Meet with staff to agree on

and draw up personal PD

plans

Management,

Board of

Directors and

teachers

Financial,

time,

human

Sept 2015 analyse student

results

-questionnaires

Achievement

graphs

Management

reports


Infrastructure, Equipment, Resource Availability & Distribution

Rationale:

In order to provide a well-rounded education to students, the school should offer a variety of sports for physical

development

Growth Target:

To provide more sporting facilities and equipment


Well-rounded, confident and caring, stimulating environment, mutual respect, motivated

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Build a PE hall

Purchase more sports

equipment

Partner with clubs in the

community to offer a variety

of sporting opportunities

Management,

Resource

Coordinator

and PE teacher

Financial Sept 2014 Observation

Interviews

Management

reports

Minutes of

meetings





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Standard 5: Parental and Community Partnership


Parental Involvement & Communication

Rationale:

In order to educate the students to the highest possible level, it is important to work in close partnership with

parents. Regular communication and inclusion is the key to success.

Growth Target:

To communicate regularly with parents and to provide a number of opportunities for parents to visit and be

involved in school activities


Academic excellence, reach fullest potential, well-rounded, confident and caring environment

Tasks/

Strategies

Personnel

Responsible


improvement/

follow-up

Means to

Report

Schedule activities which

parents can attend and be

involved in

Management,

and teachers

Time,

human and

at times,

financial

Sept 2014 Observation

Interviews

Event files and

photographs


Parental Involvement & Communication

Rationale:

A data management system will enable all school data to be stored on one system which can be accessed by all

stakeholders. We hope to implement one which has a parent portal for real-time progress and behaviour reporting.

Growth Target:

To improve the credibility of data sent parents and to ensure accuracy of reporting data within the organisation. To

track progress of students and identify students at risk.


Good communication, Global citizens, life-long learners, technology literate Tasks/

Strategies

Personnel

Responsible


improvement/follow-

up

Means to Report

Investigate available

programmes.

Cost impact studies.

Identify most appropriate

system.

Purchase.

Train staff.

Implement.

Train parents.

Management,

Board of

Directors,

teachers and

parents

Financial,

time, human

June 2015 Observation

Interviews

Achievement

graphs

Management

reports





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Chapter 5: Visiting Team Commendations & Recommendations

Standard 1: School Leadership

A) Commendations:

The visiting team has commended the school on the following areas:

Positive impact of the school’s mission and vision on students’ behaviour.

B) Recommendations:

The visiting team has recommended the school to consider the following areas in their action

plan:

The school needs to have clear procedures to enable it measure its own success in

implementing its mission and objectives.

Reconsidering the clear responsibilities of the organizational structure of the management

team.

Ensure a fixed budget to achieve the school’s mission and objectives.

To review the safety and healthy procedures and overall atmosphere in some of the school

facilities.

To encourage the school in disseminating the school plans regarding the implementation of its

priorities for achieving the school goals.

The school to continue working on and updating the school’s action plan, based on the most of

areas that require improvements.

The school needs to monitor and follow-up on student performance effectively.

The school needs to better develop a system for monitoring and evaluating programs for staff

performance that is continuous and provides for support and feedback throughout the school

year.





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Standard 2: Educational Performance & Learning Environment

A) Commendations:


The positive and respectful relations between teachers and students.

Well-organized classrooms which are equipped with appropriate tools and resources.

B) Recommendations:


plan:

Applying varied teaching methods to meet the students’ different levels and needs.

Utilizing the assessment data to drive school curricular and instructional modifications.

The effective use of the available resources to support the learning for non-Arabic speakers.

Standard 3: Development and Care for Learners

A) Commendations:


Students demonstrate positive behaviours in the classrooms and in the school premises.

B) Recommendations:


plan:

Effective utilization of the students’ academic results in making decisions related to continuous

students’ academic improvement.

To involve students in appropriate international tests to measure progress correlated to the

school’s curricula, and to analyze results effectively to drive plans for improvement.





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To provide an effective follow up on the academic performance of the students with

educational needs.

Develop plans and programs that address different categories of students (gifted, talented and

learning difficulties).

Enroll teachers in more training courses to improve their differentiation skills.

Provide more extra-curricular activities that meet students’ needs to support their learning

outcome.

Regular evaluation for students’ satisfaction about the school’s services.

Standard 4: Resources Management and Distribution

A) Commendations:


Technical preparation and furniture are appropriate and meet most of the school’s educational

needs.

B) Recommendations:


plan:

To set and execute a professional development plan based on staff individual needs.

To set and apply a clear incentive and motivation system for the school staff.

To provide more proper facilities including a science lab and a shaded play area that meets the

students’ learning and physical needs.

Supporting teaching staff qualifications to be aligned with the task given to them for teaching

Islamic and geography subjects.





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Standard 5: Parental and Community Partnerships

A) Commendations:


The school has solid parent participation in various activities and celebrations.

B) Recommendations:


plan:

Setting an effective strategy to encourage community involvement to support the school in

achieving its educational objectives.

Exchanging visits with other schools in order to exchange expertise.

Iqra English School for GIRLS

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