Private School

Inspection Report

Asian International Private School

Academic Year 2015 2016

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Asian International Private School

Inspection Date
Date of previous inspection

January 18, 2016

to

January 21, 2016

May 5, 2014

to

May 8, 2014

General Information

Students

School ID

180

Total number of
students

1381

Opening year of
school

1988

Number of children
in KG

168

Principal

Dr Asha Renjith

Number of students
in other phases

Primary:
Middle:
High:

School telephone

+971 (02) 877 8789

Age range

3 years 8 months to 18
years

School Address

Ruwais Housing Complex,

Western Zone.

Grades or Year
Groups

KG to Grade 12

Official email
(ADEC)

asianintrowais.pvt@adec.ac.ae

Gender

Mixed

School website

www.asianintlschool.com

% of Emirati
Students

0.2%

Fee ranges (per

annum)

Low range:
AED 2575 AED 9270

Largest nationality
groups (%)

1. Indian, 86%
2. Egyptian, 3%%
3. Jordanian, 2%

Licensed Curriculum

580 (G1-5)
442 (G6-9)
191 (G10-12)

Staff

Main Curriculum

Central Board of Secondary

Education (CBSE)

Number of teachers

90

Other Curriculum

--------

Number of teaching
assistants (TAs)

External Exams/
Standardised tests

CBSE, Ministry of Education

(M0E)

Teacher-student
ratio

KG/ FS

1:15

Other phases

1:15

-------

Teacher turnover

19%

Accreditation

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Introduction
Inspection activities
Number of inspectors
deployed

Number of inspection
days

Number of lessons
observed

120

Number of joint lesson

observations

Number of parents
questionnaires

490; (response rate: 39.3%)

Details of other
inspection activities

Inspectors observed the arrival and departure of students,

break times and assemblies. They met with school staff,
students and their parents. Inspectors observed lessons,
reviewed school records and scrutinised students work.
School

School Aims

The sole aim of establishing Asian International School is to

build a school where achievement is elevated and every child
is able to develop and sustain an integrated multidisciplinary
environment that facilitates excellence in creativity teaching,
where learning is fun and value of each individual is evident.

School vision and mission

The schools vision is to create an outstanding learning

community which enables students to reach their potential
to the fullest and to explore the vast horizon of learning
lifelong. The school mission is to believe that all students
tap out their potential in the congenial atmosphere for
creative and global awareness through holistic and nurturing
curriculum to pursue co scholastic and scholastic excellence.

Admission Policy

Student admission is based on an entrance test and

interview.

Leadership structure
(ownership, governance
and management)

Principal (1), Supervisor (1), Senior Supervisors (5). There are

7 governors.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students
identified through external
assessments

Number of other students

identified by the school

Visually impaired

Hearing impaired

Multiple disabilities

SEN Category
Intellectual disability
Specific Learning
Disability
Emotional and Behaviour
Disorders (ED/ BD)
Autism Spectrum
Disorder (ASD)
Speech and Language
Disorders
Physical and health
related disabilities

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

G&T Category

Number of students
identified

Intellectual ability

33

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

languages)

Social maturity and leadership

Mechanical/ technical/ technological ingenuity

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

Psychomotor ability (e.g. dance or sport)

11

Page 4 of 16

The overall performance of the school

Inspectors considered the school in relation to 3 performance categories
Band A

High performing (Outstanding, Very Good or Good)

Band B

Satisfactory (Acceptable)

Band C

In need of significant improvement (Weak or Very Weak)

Weak

In need of significant
improvement

Performance Standard 1:
Students achievement
Performance Standard 2:
Students personal and
social development, and
their innovation skills
Performance Standard 3:
Teaching and assessment
Performance Standard 4:
Curriculum
Performance Standard 5:
The protection, care,
guidance and support of
students
Performance Standard 6:
Leadership and
management

Summary Evaluation:
The schools overall
performance

Page 5 of 16

Very Weak

Satisfactory

Band C

Weak

High Performing

Acceptable

Band B

Good

Band A

Very Good

Performance Standards

BAND (C)

Outstanding

School was judged to be:

The Performance of the School

Evaluation of the schools overall performance
The Asian International Private School is in need of significant improvement.
Students do not make sufficient progress in Arabic, Islamic education and social
studies. This is because teaching is weak in these subjects and there is insufficient
curriculum time allocated. Assessment does not provide students with helpful
feedback. Students with special educational needs (SEN) make insufficient
progress because they are not identified and supported well enough. Provision is
stronger and more effective in the Kindergarten (KG). Students in Grades 10 and 12
do well in CBSE examinations. Students at both these ends of school phases make
up only a minority of the student population, with most students in the primary and
middle phases.
Progress made since last inspection and capacity to improve
The school has made insufficient improvement since the last inspection and has not
carried out the recommendations as required. As a result, students are not
progressing as well as they could be. The quality of teaching has not improved
sufficiently. Curriculum planning remains a weakness. Students attainment and
progress in Arabic, Islamic education and social studies is still weak. Leaders have
not responded to the recommendation to improve the accuracy of self-evaluation.
A few improvements have been made in the Kindergarten (KG). Teaching is now
good and children make good progress in all subjects through a thematic approach
to learning. Attendance has improved and is now acceptable. Overall, the school
has not yet developed the capacity to improve itself sufficiently without external
support.
Development and promotion of innovation skills
The school is developing students innovation skills in a few areas, particularly
through innovation lessons in Grades 10 and 11. In these grades, students have more
opportunities to take part in enquiry-based learning and critical thinking. Students
create 3D art pieces from recycled materials. Overall, teachers are not exploiting
opportunities to develop students innovation skills in lessons and limited to extracurricular clubs. Teachers across all subjects have not had the professional
development necessary to enable them to plan lessons that promote innovation in
lessons.

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The inspection identified the following as key areas of strength:

the progress children make in the Kindergarten and the development of

their learning skills
standards attained by students in Grades 10 and 12 in the CBSE examinations
the respect students show to their teachers and each other.

The inspection identified the following as key areas for improvement:

students attainment and progress in Arabic, Islamic education and UAE

social studies
use of assessment and feedback to help students understand their next
steps in learning
the identification and support for students with SEN
compliance with ADECs requirements for the curriculum and approval and
security checks for teachers
robust monitoring of provision by senior leaders.

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Performance Standard 1: Students Achievement

Students achievement Indicators

KG

Attainment

N/A

Islamic
Education

Arabic
(as a First Language)

Arabic
(as a Second
Language)

Primary

Middle

High

Weak

Weak

Weak

Progress

N/A

Weak

Weak

Weak

Attainment

N/A

Acceptable

Weak

Weak

Progress

N/A

Acceptable

Weak

Weak

Attainment

N/A

Weak

Weak

Weak

Progress

N/A

Weak

Weak

Weak

Attainment

Good

Weak

Weak

Acceptable

Progress

Good

Weak

Weak

Acceptable

Attainment

Acceptable

Good

Good

Good

Progress

Good

Good

Good

Good

Attainment

Good

Acceptable

Acceptable

Weak

Progress

Good

Acceptable

Acceptable

Weak

Attainment

Good

Good

Good

Good

Progress

Good

Good

Good

Good

Attainment

N/A

N/A

N/A

N/A

Progress

N/A

N/A

N/A

N/A

Attainment

Good

Acceptable

Acceptable

Acceptable

Progress

Good

Acceptable

Acceptable

Acceptable

Good

Acceptable

Acceptable

Acceptable

Social Studies

English

Mathematics

Science
Language of
instruction (if other
than English and
Arabic as First
Language)
Other subjects
(Art, Music, PE)
Learning Skills
(including innovation, creativity, critical
thinking, communication, problemsolving and collaboration)

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Students achievement is weak in all phases except in KG. This is because, for the large
majority of students, progress is weak and their attainment is below the expected
curriculum levels, particularly in Arabic, Islamic education and UAE social studies.
School leaders were unable to provide credible and robust progress and attainment
data in these areas. Inspectors were therefore required to base their judgements on
lesson observations and scrutiny of students work.
Children arrive in KG with English language skills that are below age expected levels.
They make good progress in English and leave the KG with speaking, writing and
reading skills that are in line with age expectations. They make good progress in
mathematics and science. This is because the thematic curriculum provides them with
opportunities to take part in stimulating problem-solving activities. Children leave the
KG with mathematics and science skills that are above the level expected for their
age.
In the primary and middle schools, attainment and progress in Arabic, Islamic
education and UAE social studies is weak for the large majority of students. In Arabic,
students have too few opportunities to practise speaking and writing skills. In Islamic
education lessons, students have to spend too much time using worksheets and
listening to the teacher. Students make better progress in CBSE social studies lessons
because the teaching is better and gives students opportunities to discuss Indian
culture together. In the majority of UAE social studies lessons seen, students were
disinterested when learning about UAE society and culture. Students make good
progress in English and science. This is because teaching matches the needs and
interests of the students. Progress in mathematics declines as students become older
from that seen in the KG phase because students spend too much time working from
textbooks. They have less opportunity to apply their knowledge to challenging real
world problems.
Students achievement in lessons, in the high school grades remains weak in Arabic
and Islamic education. The few students who completed the Ministry of Education
(MoE) examinations in 2015 attained in line with expectations. Attainment in most of
the CBSE subjects improved in 2015 and was consistently better than for MoE subjects.
Achievement in mathematics fell to below international averages for Grade 10.
Achievement in other subjects is variable. Achievement in Hindi is acceptable and
consistently better than that for Urdu. Achievement in languages is a strength as it
improves in the high school. Business studies is also a strength here. Weaknesses in
the availability of specialist equipment prevent students from making good progress
in ICT. Students make weak progress in the Zero Hour lesson and in physical
education (PE).

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The provision to develop students learning skills is better in the KG, and in English and
science subjects. In the KG, children take part excitedly in collaborative learning
activities and enjoy solving simple number problems. In Arabic, Islamic education and
UAE social studies, students learning skills are constrained by an over reliance on the
use of textbooks, worksheets and didactic teaching.
The achievement of SEN students is weak because work is not adapted to meet their
specific learning needs. Boys and girls achieve equally well across the whole school.

Performance Standard 2: Students personal and social development,

and their innovation skills
Students personal and social
development, and their innovation skills
Indicators

KG

Primary

Middle

High

Personal development

Good

Acceptable

Acceptable

Acceptable

Understanding of Islamic values and

awareness of Emirati and world cultures

Good

Acceptable

Acceptable

Acceptable

Social responsibility and innovation skills

Good

Acceptable

Acceptable

Acceptable

Students personal development is acceptable overall. It is most successful in the

Kindergarten where the thematic curriculum includes emphasis on healthy lifestyles,
Emirati culture and Islamic values. Children are taught how to pray and encouraged to
take responsibility in class, for example when tidying away.
All students show respect towards their teachers and other adults. They behave
maturely inside and outside lessons. Attitudes to learning are better in CBSE lessons.
A minority of students lose interest and lack self-reliance in MoE subjects. Overall,
almost all students work well together and are supportive of one another.
Lessons in Indian social studies contribute well to students knowledge of world
cultures. Weaknesses in teaching in UAE social studies, Arabic and Islamic education
hamper their learning about the UAE and Islamic values. Assemblies and school
festivals ensure that, overall, students have an acceptable level of understanding
about Islamic values and UAE culture. For example, students show respect for the
UAE flag, sing the national anthem and listen to translations of prayers during
assemblies. The whole school celebrates UAE festivals such as National Day.
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Students know how to stay healthy. A minority do not always bring healthy food to
school to eat. Attendance is now acceptable at 92%. Students arrive at school and
attend their lessons promptly.
A minority of students have responsible roles within the school including participating
in the student council. The involvement of the student council in school improvement
is under developed. Older students act as prefects during break times. Students show
social responsibility. For example, recently, after an earthquake in India, students
collected money and provided relief to help those made homeless. Students also
volunteer to clear local beaches of litter. Students use an innovative waste recycling
system in art lessons and collect newspapers to send to a local recycling company. A
botanical garden built in collaboration with an external organisation, provides
students with the opportunity to acquire knowledge first-hand about plants from
around the world.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

KG

Primary

Middle

High

Teaching for effective learning

Good

Weak

Weak

Weak

Assessment

Good

Weak

Weak

Weak

Overall, the quality of teaching is weak. Teaching is weakest in Arabic, Islamic

education and UAE social studies. This is because teachers do not make learning
interesting. They rely too much on textbooks, worksheets and didactic teaching. A
minority of teachers are not well qualified or sufficiently experienced to teach these
subjects. Teachers of CSBE social studies are knowledgeable of their subject and are
enthusiastic.
Teaching in the Kindergarten is good. Here teachers plan lessons that involve
students in active learning. For example, they encourage children to work in groups
to discuss and explore new learning about geometric shapes. In the Kindergarten,
teachers develop childrens learning skills systematically and ensure children make
links between areas of learning. They adapt lessons to take account of childrens
different needs. For example, they provide challenging work for those who are more
able and help students who find learning difficult.

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In the primary, middle and high schools, teaching is consistently better in science and
English than it is in other subjects. Teachers use problem solving and collaboration to
enthuse students. Teachers in mathematics and other subjects do not provide
enough opportunities for students to work together or to be creative. This slows the
development of students learning skills because they are not developing
independence or self-reliance. Teachers do not give enough attention to the needs of
SEN students in the primary, middle and high schools. As a result, these students do
not make enough progress.
In the primary, middle and high phases of the school, teachers do not question
students effectively. In the majority of lessons, only students who wish to answer
questions are selected to do so. As a result, only a few students benefit from
questions while others become passive listeners.
Assessment processes are a weakness in all areas except the KG. In KG, teachers
collect childrens work in learning journals. They use this evidence to adapt lessons
and provide feedback to parents and children. In the rest of the school, the large
majority of students do not receive sufficient and useful feedback to help them
understand how to improve. Teachers are not using assessment information
effectively to adapt their lesson plans to the needs of students.

Performance Standard 4: Curriculum

Curriculum Indicators

KG

Primary

Middle

High

Curriculum design and implementation

Good

Weak

Weak

Weak

Curriculum adaptation

Good

Acceptable

Acceptable

Acceptable

Overall, the way the curriculum is designed and how it is being implemented are weak,
except in the KG. ADECs regulations for Arabic, Islamic education and UAE social
studies are not being met. For example, Arabic is short by two lessons per week in
Grades 9, 10, 11 and 12. Long- and medium-term curriculum plans are in place. Leaders
have not ensured that learning proceeds smoothly from grade to grade. For example,
students repeat the same learning in the primary school in UAE social studies.
The curriculum is innovative in the KG. It has been redesigned so that it is now
thematic. The curriculum links together different areas of learning successfully. For
example, children are developing phonics skills when they are learning to recognise
numbers. The KG curriculum supports the delivery of learning skills effectively.
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Children have frequent opportunities to work collaboratively to solve problems. They

are also encouraged to work independently to develop their self-reliance and
resilience.
Adaptations made to the curriculum are acceptable in the rest of the school. The
curriculum is more successful in English and science. In these subjects, students have
opportunities to be innovative and develop learning skills. As a result, students enjoy
learning in these subjects and make better progress. The curriculum in Arabic, Islamic
education and UAE social studies has not been adapted to meet the interests of the
students. The curriculum is largely based on textbooks and provides too little
opportunity for students to develop 21st century learning skills.
Older students have adequate scope for making choices. In the high school, a
counsellor provides guidance as they choose between the science or commerce
streams in Grades 11 and 12. Students receive adequate guidance about careers and
higher education choices. The curriculum enables students to gain internationally
recognised qualifications. The curriculum is not modified well enough to meet the
needs of students who have a special need or those who are gifted and talented.

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

of students
The protection, care, guidance and
support of students Indicators

KG

Primary

Middle

High

Health
and
safety,
including
arrangements for child protection/
safeguarding

Acceptable

Acceptable

Acceptable

Acceptable

Care and support

Acceptable

Acceptable

Acceptable

Acceptable

The protection, care, guidance and support of students is acceptable, as are

arrangements to ensure their health, safety and security. The schools child
protection policy informs practice and adults are aware of their responsibilities.
Students are taught about health and safety in assemblies and in social studies.
Maintenance records are in line with requirements and are available for review. Litter
is a problem around the school and at times items of disused furniture are left in areas
were students socialise. Medicines are administered safely and the nurse is suitably
qualified. Safety arrangements related to school buses are adequate. The premises
Page 13 of 16

are suitable. Wheelchair users do not have access to some areas of the school site. No
students presently in the school require a wheelchair.
Relationships between staff and students are positive. Students behave well in and
out of lessons. Occasionally a few boys in the primary school lose interest in lessons
and disturb others. A few teachers are not consistently applying the schools
behaviour policies. Attendance has improved since the previous inspection and is now
acceptable. This is largely due to the introduction of a more rigorous system to
challenge non-attendance. Very few students arrive late to school or classes.
Arrangements to identify and support students with SEN are weak and rely too much
on parents to provide a diagnosis from specialists.
The schools routines for monitoring and tracking students academic and personal
development are acceptable. Parents and students receive reports throughout the
year and careers guidance is provided for older students.

Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership

Weak

Self-evaluation and improvement planning

Weak

Partnerships with parents and the community

Governance
Management, staffing, facilities and resources

Acceptable
Weak
Acceptable

Overall, leadership and management are weak. Senior leaders are not delivering the
schools aims and mission to create an outstanding learning community which enables
students to reach their potential to the fullest. Recommendations from the previous
inspection have not been fully achieved. In addition, there are breaches in ADECs
regulations for the implementation of the curriculum and the approval and security
checks for teachers. Subject leaders have been more successful in ensuring that
standards of achievement in the CBSE curriculum have improved. Supervisors have
ensured that the school provides a safe environment in which students can learn.
Attendance has improved and is now acceptable. Facilities and resources are mostly
managed efficiently. Effective leadership in the KG has brought about significant
improvement in its offer to children.
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The schools capacity to innovate and improve is weak. This is because self-evaluation
is not accurate or used effectively to drive improvement. Senior leaders and
governors have an over-generous view of provision, especially of the quality of
teaching and implementation of the curriculum. Monitoring procedures are not
robust enough. Governors need to develop more robust approaches to ensure they
have a better grasp of the quality of education provided in their school.
School development plans are not up to date. Leaders are too reliant on the outcomes
from the previous inspection for direction. Senior and middle leaders do not
systemically check that provision meets ADECs requirements. Development plans are
not reviewed regularly to review progress and set new priorities. Senior and middle
leaders are not held sufficiently to account for improvements.
Overall, the impact of professional development is weak. In Arabic, Islamic education
and UAE social studies, subject leaders are not ensuring that teachers are provided
with enough support. New teachers are not adequately supported. Professional
development is having most impact in the KG, English and science where it has led to
improvements in innovation and learning skills.
The provision for students with SEN is not led adequately. The school does not have
an identified senior leader who monitors the quality of provision for or the progress
being made by SEN students.
ADECs parent survey indicates that leaders need to make further efforts to include
parents in school improvement. Overall, parents who responded to the questionnaire
expressed a neutral view. They are more satisfied with the schools arrangements
for health and safety. They are least satisfied with the regularity of communication
from the school and they would like better access to school leaders.

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What the school should do to improve further:

1. Ensure that the school complies with ADECs Organising Regulations of
Private Schools in the Emirate of Abu Dhabi for breaches detailed in the
report.
2. Improve students attainment in Arabic, Islamic education and UAE social
studies by ensuring that:
i. teachers of these subjects are suitably qualified and experienced
ii. teaching and learning meets the needs and interests of the students
iii. students have sufficient opportunities to write and speak in Arabic.
3. Ensure effective use of assessment for learning by ensuring that classwork
and homework are marked and discussed with students regularly with a
focus on improvement.
4. Step up the way senior leaders improve the school by using robust up-todate self-evaluation, making effective use of active school development
planning, and improve accountability at all levels.

5. Improve the provision for SEN students by ensuring that:

i.
ii.
iii.

a formal process is used to identify students with SEN

teachers adapt lessons to meet the needs of SEN students
an identified school staff is made responsible for the provision for,
and progress of, SEN students.

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