THE WESTMINSTER SCHOOL – DUBAI One Team One Mission One Vision
Staff Handbook Academic Year 2013 – 2014
‘Small Changes – Significant Impact!’
CONTENTS 1.
Foreword by Principal
2.
Vice-‐Principal’s Note
3.
Global Education Management Systems
4.
The Westminster School, Dubai 1. Statement of School Aims 2. Language Policy
5.
Administrative Structure
6.
Curriculum 1. Academic Program 2. Aims of Subjects and Mission Statements
7.
The Teacher v Job Description v Staff Duties and Responsibilities v Four Part Lesson v GEMS External Professional Development 2013-‐2014 v Appraisal v Lesson Observation Form
8.
House System / Awards System
9.
Student Leadership / Class Council
10.
Pastoral System
11.
Examination System v Administration Cycle v Check-‐List for Invigilators
12.
Student Behavior / Discipline Policy
13.
Child Protection Policy
14.
Inclusion Policy
15.
Performance Management Targets
16.
Teaching & Learning Policy
17.
Assessment Policy
18.
Class Cover & Leave Details
19.
Marking Notebooks
20.
Professional Development Policy / Plan
21.
Floor Mapping
FOREWORD FROM THE PRINCIPAL
VISION : S MALL C HAN GES S IGNIFICANT I MPACT The Westminster School, part of the GEMS Network, is one of the largest international schools in the GCC Region offering a British Curriculum to over 58 different nationalities. It is a place of inspiration and aspiration based on the GEMS core values of the urgent belief that improving education is the key to shaping a sustainable future for ourselves and those around us.
MISSION : O NE T EAM – O NE V ISION – O NE M ISSION EDUCATIONAL VISION IN MOTION:
The Westminster School, every year, represents a
fresh start for our students to do their very best, to learn new things and to soar academically. It is important to keep in mind, as a teacher, proficiency comes with practice. We don’t learn to teach. Rather, we learn from our teaching. As Teachers you will continue to refine your expertise through professional relationships and conversations with colleagues, which expands your knowledge, and through applying and adapting information and strategies within the context of your own classrooms. This resource material is intended to help and support you. These resources have not been designed to test your knowledge and skills, but rather to provide you with additional information as you grow and develop within the profession. Consult this handbook whenever you are in doubt about procedures and responsibilities, thus contributing in your own unique way to the ever-‐ changing educational culture in the life of Westminster. Wishing you all the very best in your future endeavors with us at Westminster School-‐Dubai. Kingston Gilbert Principal / CEO
Welcome to The Westminster Team! 5000 students -‐ 58 nationalities, 300 teachers and 150 support staff is what makes The Westminster a unique and challenging school. To ensure that all of us are able to meet the challenges, a handbook has been devised. This handbook provides information and guidelines to all the teachers. Feel free to consult this handbook whenever you are in doubt about procedures, responsibilities and any other matter. This is with a view to improving communication and promoting best practices in the fast-‐paced, professional environment at The Westminster and to ensure that you become a part of this ‘one team, one vision and one mission!’. Moreover, this will assist you to settle down quickly into the various routines that underpin our school. However, no handbook can capture all the different routines and expectations that are prevalent in any school. For anything not covered in this handbook, please consult your Phase Leader.
Vijayakumari Sathyan Vice Principal
GEMS GEMS, Global Education Management Systems, provide management services that optimize academic performance and educational efficiency of private schools. GEMS is a member of the Varkey Group, a name synonymous in the region for a network of international schools that have provided high quality, holistic education for more than thirty years. As a result, GEMS has a unique multi-‐curricular capability, combined with school models that are specifically designed to meet the needs of various market sectors, from mid-‐market to the premium segment. GEMS is equipped to provide management expertise specifically tailored for the following curricula: •
The National Curriculum for England
•
American Curriculum
•
International Baccalaureate Program
•
Indian Curriculum (CBSE, ICSE)
•
Regional Curriculum
GEMS schools provide educational programs aimed at attaining high standards of educational excellence. Four distinct Core Values are part of the educational programs in all GEMS schools. Global Citizenship, Growing by Learning, Pursuing Excellence and Leading through Innovation, which emphasizes Information and Communication Technology (ICT). Key to attainment of these goals are the GEMS training and development programs for school staff, which are conducted regularly in the GEMS schools. These training programs are regular and you will be invited to attend these in order to: a) develop your own professional skills and b) continue the overall development of The Westminster School. A GEMS school provides the assurance of all-‐round, high quality education, success-‐proven methods, quality practices and a friendly and stimulating learning environment where students are given opportunity to realize their full potential.
MISSION STATEMENT: “ONE TEAM, ONE VISION, ONE MISSION!”
The Westminster School is an international school which came into existence on the 1st of September, 1995. The School follows the National Curriculum for England and prepares students to take the IGCSE (Year 11), the AS Level (Year 12) and A Level (Year 13) Courses of the Universities of Cambridge and Edexcel (UK).
The philosophy, objectives and aims of the school are geared towards preparing the students to meet the demands of the 21st century. As an international school, TWS promotes understanding and respect for the individuals growing up in a multicultural environment. English is the first language of the School and a high level of oral and written English usage is demanded of students in all years. The optional subjects offered as Second Language from Year 3 to Year 11, Arabic as First/Foreign Language, French and Urdu, Environment Management may be offered instead of a Second Language. In addition, Arabic is a compulsory subject up to Year 12 and is a mandatory requirement for students seeking admission into Universities in the U. A. E. Islamic Education also compulsory up to Year 12, is taught in Arabic for Arab students and in English for Non-‐Aras. Social Studies is taught as a subject up to Year 9. Diversified academic and extra-‐curricular activities are child-‐oriented providing ample opportunity for all-‐round development of the students. The Westminster School inculcates a strong sense of value in keeping with tradition and a progressive outlook, thus enabling pupils to equip themselves to become successful global citizens.
STATEMEN T OF SCHOOL AIMS Our Purpose Our school has ambitious educational aims and a strong commitment to achieve them. We believe that by stating our policies clearly and having high expectations of our teachers and students we can work together to create a successful and stimulating working environment. We are committed to co-‐operation, planning, discussion and teamwork. WE believe that this should be a learning school where each of us appreciates that things can always be improved. The GEMS Core Values play a pivotal role in all our undertakings. •
Global Citizenship
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Growing by Learning
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Pursuing Excellence
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Leading through Innovation
Our Objectives We intend: •
To provide a stimulating, safe and supportive environment, in which all of our students can aim for success.
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To provide opportunities for all our students to reach the best levels of achievement of which they are capable
•
To help our students gain a broad education and achieve excellent examination results in preparation for entering universities anywhere in the world
•
To enable students to fully develop their skills in Communication
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To develop sporting, cultural and social skills
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To help our students become active and responsible global citizens, aware and interested in society.
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To provide our students with strong moral values, especially tolerance and understanding of different cultures and religions
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To celebrate cultural and religious diversity, creating a truly international school environment.
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To provide our students and their parents with regular, honest information on their academic progress and to give guidance on how the partnership of school and family can help students to improve.
LAN GUAGE POLICY – THE USE OF ENGLISH IN TH E SCH OOL Most parents have chosen our school because they want their children to become fluent in English. Majority of them do not speak English at home. Therefore, English should be given priority. Fluency in English is the key to students’ success in the rest of the curriculum, in their external examinations and in preparation for entry to University Courses. Their success will depend not only on the quality of teaching and learning in “English” but also the fluent use of English throughout the day in school. Each of these factors requires careful planning and execution. All teachers have a responsibility to enhance students’ skills in listening, speaking, reading and writing in English. English Lessons The teaching of English language skills, known as literacy or ELS is given priority. 30% of the teaching time is allotted for teaching of English in Lower Primary and 25% of the time in the Upper Primary. It is imperative that students become ‘literate’ as early as possible so that they can benefit fully from their experience at school at different stages. It is observed that the level of understanding of the English language varies among students. It is the task of the teacher to work effectively with each student and encourage and motivate them to reach the required standards set by the school. Following the pattern of the National Curriculum for England the students should be able to achieve a high standard in all ELS skills – Reading, Writing, Listening and Speaking – by the time they reach the age of 11. The aims of teaching English at The Westminster School include:
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To enable students to read and write confidently, with understanding.
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Encourage reading as a means to improve vocabulary and build a store of words with their meanings, enabling students to identify and correct their mistakes
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develop proper spelling patterns – the use of phonetics for spelling the syllable way-‐ through sound and pronunciation of words
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encourage students to reproduce their reading – Fiction or Non-‐Fiction – in their writing in order to further develop their skills
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To be able to understand and appreciate poetry
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Make students familiar with narrative writing and verse, keeping in mind the plot, characters and setting.
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Emphasize the importance of planning their work, making a draft and editing their own writing
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Time Management both in the classroom, homework and in examinations is vital to success
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Encourage the use of technical vocabulary, idioms and phrases to be able to understand the subjects in the curriculum
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To develop their power of imagination, creativity and critical awareness
These skills will be further fostered as the student progresses to the higher stages, however the time allocated will be reduced to provide for a wider range of subjects included in the curriculum. It is therefore the teacher’s responsibility to plan and structure classroom teaching to meet the above stages. English across the Curriculum: English language skills dramatically improve when they speak English throughout the day, for example, on the playground, in the hallways, on the bus or while communicating with friends. This enhances the study of English in a natural and automatic way. Teachers of all subjects must find ways to encourage and promote the use of English. The following techniques should be used: •
Teachers to permit communication only in English at all times
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Teachers to ensure that every student is given the opportunity to speak during each lesson
•
Students to speak or answer in whole sentences
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Students to give explanations or read aloud their work to the class/group
•
Vocabulary specific to the subject & “key words” to be carefully taught and used
•
Each teacher to correct inaccuracies in spoken & written English (within reason and using sensitivity and discretion)
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Students to be seated in such a way as to create mixed-‐language groups
Teachers should use every opportunity to speak to students in English, even outside the Classroom environment, although it is not appropriate or acceptable to punish students for speaking in their mother tongue. All school activities, sports and daily communication with students should be conducted in English.
Administrative Structure
THE CURRICULUM
ACADEMIC PROGRAM
SUBJECT DOMAINS
MISSION STATEMENTS
LEARNING RESOURCES
EXTRA-CURRICULAR PROGRAM
IGCSE CURRICULUM GUIDE The IGCSE is essentially a 2 year program for 14-‐16 year students in Year 10. The Westminster School, however, in order to provide a better foundation begins its IGCSE program in Year 9. The IGCSE has 5 syllabus groups Group 1 – Languages (1st Language, 2nd Language, Foreign Language) Group 2 – Humanities and Social Science Group 3 – Sciences Group 4 – Mathematics Group5 – Creative, Technical and Vocational discipline Currently, The Westminster School offers the following subjects in each group: Group 1
English as 2nd Language
Group 2
Economics
Group 4
Arabic as 1st Language Foreign Languages: French, Urdu, Arabic Group 3
Biology
Mathematics
Physics Chemistry Group 5 Computer Studies Business Studies Accounting The ICE (International Certificate of Education) requires study of: •
Two subjects from Group 1
•
One subject from Group 2
•
One subject from Group 3
•
One subject from Group 4
•
One subject from Group 5
•
One subject from any of the Group
•
IGCSE Grading System
SCHOOL, DUBAI THE WESTMINSTER
IGCSE Examinations are graded from A to G, an A* awarded to candidates who attain a distinction. Entries can be made at two levels, Extended and Core. Extended candidates are eligible for grades A* to E whilst Core candidates are only eligible for grades C to G. Candidates who fail to reach the necessary standard for the award of a grade are given a U.
IGCSE Programme Commencing in Year 9 (2013-‐2016) Name of the Student: …………………………………………….….….
Year / Sec: .........................
(Please put a tick √ in the appropriate boxes) Compulsory Subjects
1. English as a Second Language or F irst Language English 2. Mathematics 3. Islamic Studies or Life Skills 4. Computer Studies or Information and Communication Technology Qualified Not Qualified 5. Ministry Arabic Second Language (Select any one of the following subjects by ticking against the name of the subject)
1. Arabic as Foreign Language (EDEXCEL ) 2. Urdu 3. French 4. Arabic as First Language (IGCSE) 5. Environmental Management 6. Travel and Tourism
Optional Subjects (Select ONE of the groups listed below. Put a tick (√) against the group)
GROUP A
GROUP B
GROUP C1
GROUP C2
GROUP C3
GROUP D
1. Physics
1. Accounting
1. Physics
1. Physics
1. Physics
1. Sociology
2. Chemistry
2. Business Studies
2. Chemistry
2. Chemistry
2. Chemistry
2. Business Studies
3. Biology
3. Economics
3. Accounting
3. Business Studies
3. Economics
3. Economics
Subjects offered after School
Art and Design
Important Points to remember:-‐
Ø All students select 9 subjects in Year 8 and study them in Year 9. Ø Ministry Arabic and Islamic Studies are compulsory up to Year 12. Ø In Year 10, all students appear for two IGCSE subjects (English as a Second Language or First Language English and one of the Second Languages) and any extra subject not in the curriculum. Ø The remaining subjects of the IGCSE curriculum will be attempted at the end of Year 11. Ø If any group has less than 20 students that option will not be considered.
Ø Please note – No subject changes are permitted after a choice is made in Year 8. No subject changes are permitted after a choice is made in Year 9/10/11. There will be a qualifying exam for students who opt for English as First Language
Parent’s Signature………………………………………
Student’s Signature…………………………………….
Kingston Gilbert Principal / CEO
AS / A – LEVEL PROGRAMME Advanced Level (A – Level) is one of the most recognized qualifications around the world. The A-‐Level qualification is accepted for entry into Universities, Institutes of Higher Education and Military Schools. This qualification is equally important for young candidates who opt for employment. We offer General Certificate of Education (GCE) at Advanced Level (A Level) as a two year program. The first year (Year 12) is the Advanced Subsidiary Level (AS) and the second year (Year 13) is a continuation to complete the A-‐Level program. They are both graded on a scale of A to E. We offer the following subjects:
v Mathematics v Physics v Chemistry v Biology v Economics v Business Studies v Accounting v English v ICT v Psychology v Sociology
MISSION STATEMENTS ENGLISH Mission Statement – “Making Words Work” •
Effective use of English as a means of practical communication
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Ability to understand and impart information
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Provide a sound basis for further development of English skills.
ARABIC – FIRST LANGUAGE Mission Statement – “Spreading culture through a classical language” •
Develop ability to communicate accurately, appropriately and effectively
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Develop sense of style and audience
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Develop ability to analyze, synthesize, make inferences, order facts and present opinions.
ARABIC – SECOND LANGUAGE Mission Statement – “Communicating in a Foreign Tongue” •
Ability to communicate effectively in practical situations.
•
Provide a basis for further development of Arabic skills.
FRENCH SANS FRONTIERES ~ (without boundaries) •
Making French the language without frontiers
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Sharing in the culture of France
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To improve communication
ISLAMIAT (Islamic Education) Mission Statement – “Applying principles of Islam in daily life” •
Information, understanding and application
ECONOMICS Mission Statement – “Grooming Future Economists” •
Develop an understanding of economic terminology, principles and basic theory.
•
Gain an awareness of the economies of developed nations.
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Learn to handle simple data, economic analysis, evaluate information.
BIOLOGY Mission Statement – “Strive to develop a scientific attitude and become responsible Global Citizens” •
An understanding of the concerns and basic principles of Biology.
•
Develop abilities and skills in characteristics and classification of living organisms, organization and maintenance of the organism, development of the organism and continuity of life and relationships of organisms with one another and their environment.
CHEMISTRY Mission Statement – “Actions and Reactions bring about Changes and Results” •
Develop an understanding of the basic principles of Chemistry
•
Develop scientific abilities and skills in Chemistry in everyday life
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An understanding that scientific applications are both beneficial and detrimental
PHYSICS Mission Statement – “Finding the how and why of the Physical World” •
Develop an understanding of the basic principles of Physics
•
Develop scientific abilities and skills in Physics in everyday life
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An understanding that scientific applications are both beneficial and detrimental
MATHEMATICS Mission Statement – “Training minds to produce ‘smart’ solutions” •
Develop a feel for numbers, patterns and relationships
•
Develop skills in problem solving, presenting and interpreting results
•
Ability to communicate and reason logically
COMPUTER STUDIES Mission Statement – “Training minds to be Techno-‐savvy” •
Develop an understanding of the principles that enable information technology to assist in solving problems
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Develop an understanding of the social implications of computing.
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Ability to use the tools of computing – word processing, spreadsheets and databases.
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Develop a knowledge of the jargon of computing to understand technical descriptions of hardware and software.
BUSINESS STUDIES Mission Statement – “Training Future Entrepreneurs” •
Develop and understand the role and purpose of business activity in the public and private sectors and factors that influence business decisions, activities, outputs.
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Develop an understanding of how major types of business organizations are established, operated and regulated
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Develop an understanding of the concepts and techniques used in business
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Develop skills in numeracy and enquiry.
ACCOUNTING Mission Statement – “Accounting with Accountability” •
Develop an understanding of the theory and concepts of accounting and their application in business situations
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Develop skills in recording, reporting, presentation and interpretation of financial information.
ENVIRONMENTAL MANAGEMENT Mission Statement – “One Life, One Chance, One Planet – Let’s save it” •
Develop awareness of environmental issues
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Practice of sustainable development leads to better environmental standards
GP (GLOBAL PERSPECTIVE) Mission Statement-‐ “Strive to Cultivate Research Aptitude through Enquiry and Awareness”
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Developing an awareness of various global issues
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Enabling students to critically think and reflect on any social issue.
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Promoting research skills through investigation and formulate solutions.
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Create global citizens through collaborative learning
PSYCHOLOGY Mission Statement-‐ "Understanding Human Behaviour"
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Develop an understanding of the basic concepts, theories, findings, and ethical issues of psychology
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Develop the ability to evaluate and convey the evidence for claims regarding human behaviour.
SOCIOLOGY The Subject of Sociology is committed to the principles of a liberal education and to assisting students in learning to "think sociologically" in order to define, analyze, and understand human behavior.
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Preparing them to understand the structures and patterns upon which everyday life rests.
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To interpret social patterns and relationships from multiple perspectives.
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A critical understanding of multicultural perspectives and experiences as well as the emerging interdependencies among members of the global community.
CURRICULUM MANAGEMENT Purpose / Aims The process of Curriculum Management has helped the teaching fraternity in: •
The Administration and development of the curriculum components – teaching strategies, assessment and resources
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Gathering information about areas of responsibility, to think strategically, to create an “ownership culture” with clear direction and communication.
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Helping the teaching staff find methods to pool resources, share good practices and acquire new skills and at the same time identify the existing gaps that can be re-‐enhanced by training sessions to deliver quality service to students
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Introduction, development and implementation of common standards, systems, ideas, proposal and procedures that are communicated effectively to all staff members to create positive impact on teaching and learning process
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Strengthening measurable goals and objectives tied to the mission statement of the school
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Developing skills in communication, professionalism, scientific reasoning, critical thinking, team-‐work and commitment.
LEARNING RESOURCES AND EXTRA-‐CURRICULAR PROGRAMME Apart from 182 purpose-‐built LEARNING BAYS for all academic subjects, The Westminster School has a multi-‐purpose auditorium-‐The Multi-‐Plus, which has been enhanced to include special lighting effects and a state of the art sound system. Booking of the Multi-‐Plus is done by the Heads of Section who refer to the Head of Performing Arts. Various other facilities offered to the students are:
SCIENCE LABORATORIES The school has six well equipped and well maintained laboratories for Physics, Chemistry
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and Biology. IT AND MULTIMEDIA FACILITIES The school has six Computer Laboratories with internet connection and multimedia
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facilities. Sophisticated Audio Visual Equipment and Resources are extensively used to enhance the teaching – learning process. Each classroom has a ‘multi-‐media’ projector and screen. The school is equipped with a full-‐fledged audio-‐visual room, exclusively for the Teaching Staff, equipped with the latest hardware and software. Besides these it has facilities like Promethean Boards, Scanners and Multi-‐Media projector. These facilities enable the staff to research and prepare their lessons using multi-‐media. The Sixth Form Suite has a WIFI laboratory equipped with three Apple Mac Computers
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and four Mac Books. Students are allowed to use their own laptops. Meetings are held in the Digital Bay by the Staff and Students. iPads are available for
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students to work on. Conferences, Classes, workshops are held in the Red Room. Curriculum Hub
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LIBRARY Senior Library-‐ “Learning & Resource Centre”
• •
We have a well-‐stocked Library with a well-‐equipped ICT section. The Subject Reference, General reference, Personal Development and the renowned author’s Fictions are available in the Senior Library. Multiple copies of the latest published books as well as books in high demand are available. All the books and documents are arranged aesthetically for the easy accessibility of the students.
•
Students from Year 6 to 10 have regular library period in every week and Year 11-‐13 also have using the library during the Core Value periods. Book Review presentations are conducting to get awareness on latest published books. Reading Challenge activity is implemented to motivate the student’s reading habits and awarding Certificates for the best readers in every Academic Year. The Senior Library is a 21st Century workplace where knowledge and skills are horned to create a successful learning community.
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Multiple Intelligence based Subject Project presentations are conducting in the Senior Library on a regular basis part of the curriculum based learning. In the Multiple Intelligence based Projects, students not only learn content more deeply but also learn how to take responsibility and build confidence, solve problems, work collaboratively, communicate ideas, encourage leadership and be creative innovators. In this way TWS school library is truly a Learning & The Activity Room provides an ideal atmosphere for recreation and learning for students from the infant school.
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Resource Centre.
DISCOVERY ROOM The Discovery Room in the FS forms a very vital part of children’s education in the FS of TWS as it is the Role Play area. Role play is a very important part of the growing up of children of the Foundation stage and beyond. It forms as the basis of storytelling, writing and social development and gives children the opportunity to enact real life situations where they can practice their learning, develop their creativity in a fun way. Role play is an essential part of creativity and contributes to the Prime Area goal of Communication and Language. It enriches the vocabulary of children immensely and they develop their own narratives and explanations by connecting events and ideas thus enhancing the speaking skills of the individual. Social interaction, taking turns and sharing are an important part of role play which enables children to develop their social skills. Offering children opportunities to explore the role of adults in the real world contributes to their understanding of ordinary life. Skills such as using the phone, making meals, shopping and taking care of others is practiced here by children without any anxiety. Writing in role when making lists, labels, letters and appointments and taking names allows children with their emergent writing. Counting things, checking, selling and buying make them aware of numbers and their uses. There are 3 different types of Role Play: •
Domestic Play: where hoe and family are at the center.
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Transactional Play: where goods, services and advice are exchanged for money.
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Imagined Play: In their imaginary world where they have never visited. The Discovery Room is therefore a place where children discover themselves.
CURRICULUM HUB – TEACHERS’ RESOURCE CENTRE The Curriculum Hub or the Teachers’ Resource Centre is designed to collect all information and resources required to deliver the curriculum of TWS in one place. Resources and data of each subject or a group of subjects are uploaded on each computer. Some exclusive software with limited user license are also installed on these computers. Every member of staff has access to these machines and data can be retrieved or used according to their convenience. All members can also upload data or resources after approval from their respective Heads of Subjects. It is an e-‐ library in its infant stage. The availability of an Apple Mac gives an added advantage to create a video or any other digital designing. The various data available now on the computers are Vision of the Department for TWS, Staff, What is the National Curriculum?, What is IGCSE?, Syllabus Break up, Unit Plans, Daily Lesson Plans, Resources (topic wise), Useful Web sites with subject blog site, Previous Years’ Grade, Traffic Lights and Predicted Grades, Good Practices and Model Lessons, Field Trip reports, List of students gifted in the subject and how they are supported and Support given to LA students, etc. In the future, there are plans to develop this centre into a Virtual Teaching Centre. ART/STUDIO AND MUSIC ROOMS •
The school has a well-‐equipped Art Studio and three Music rooms to encourage budding artists and musicians.
PE (PHYSICAL EDUCATION) •
The Sports Program is one of the strong aspects of TWS. The outdoor facility includes three basketball courts, volleyball / throw ball courts, cricket pitch and athletics / football / hockey field. The multi-‐plus indoor facility includes two badminton courts and table tennis courts. He school also provides provision for gymnastics and karate. A variety of sports, games and competitions keep the school active throughout the year.
JOB DESCRIPTION STAFF DUTIES & RESPONSIBILITIES FOUR PART LESSON GEMS EXTERNAL PROFESSIONAL DEVELOPMENT 2013-‐2014 APPRAISAL LESSON OBSERVATION FORM
THE TEACHER JOB DESCRIPTION The Westminsterian Teacher should be: Trained Enthusiastic Able & Pro-‐active Creative Hardworking Efficient Responsible & Resourceful Other than the above she/he is responsible for: •
Delivering the curriculum, keeping in mind the needs of the students with the aim to improve standards of student learning and achievement.
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Maintaining discipline, providing guidance
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Permitting students to go out of the class during school time with a permission slip.
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Co-‐operating in the preparation of lesson plans, teaching aids, display boards, assisting in school events, house division and student council.
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Monitoring condition of classroom equipment and furniture and materials provided by the School.
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Participating in the Special Programs of the school, Parent Consultation days, invigilation duties, creating and maintaining records and reports.
STAFF DUTIES AND RESPONSIBILITIES 1. Should be PUNCTUAL to: •
School
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Class
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Assemblies and Events
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Class Cover
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Arrival, break, dispersal, test and examination duties
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Staff meetings
• Other assigned duties. 2. Duties outside teaching hours include: •
Lesson preparation
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Marking
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Setting Home Learning Assignments on GLG
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Student evaluation
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Registers
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Academic Reports
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Display Boards
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Extracurricular programs
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House Activities
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Excursions
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Field Trips
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Reporting about liaison and communication with parents, providing student reports as required.
LEARNER PROFILE •
Must be maintained for each student and updated regularly.
SCHOOL DIARY •
Declaration forms to be collected by the end of first week of school
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Attendance to be marked everyday online in the Core Value Period.
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All Transfer Certificates (TC) and strike off (s/o) cases are to be updated regularly.
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Communication pages to be used effectively.
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Diary to be used for positive reinforcement and as well as corrective measures.
STUDENT ASSEMBLIES •
Assemblies should focus on the GEMS Core Values
EXCURSIONS AND FIELD TRIPS §
Ministry approval must be obtained well in advance
§
Circular to be sent to parents duly signed by the head of the school
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Activities and games must be planned in advance in consultation with students and the Head of Department
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Water and First Aid kit to be carried along
§
MSO/Assistant Admin Officer and Transport Foreman to be informed in advance (minimum 3 days) about school trips, events and outdoor activities.
STANDARDS: A teacher must adhere to the standards expected in: •
Quality of teaching
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Handwriting
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Board work
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Maintenance of books
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Quality and presentation of work
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Discipline
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Uniform
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Display boards
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Events – Section/School
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Dress Code
MINIMUM DISPLAY EXPECTED IN EACH CLASSROOM: •
Class List
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House List
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Class Time-‐Table
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GEMS Core Values
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Class Council
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Class teacher/list of subject teachers
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Class allocation
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Transport List
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Samples of Students’ work
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GEMS Charter
ADDITIONAL DISPLAY IN CLASSROOMS •
Student of the month
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Monthly Newsletter
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News/Quiz/Latest events in school
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Display material to be updated regularly
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Class Mission Statement
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Class Blog Rubric
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Technical terms in each subject.
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Break Duty Planner
SETTING OF QUESTION PAPERS §
Must include knowledge, understanding and application based questions covering the range of abilities, more able to less able
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Questions must be skill based and some questions open-‐ended
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Standardized format and font
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Mark scheme to be entered
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Final copy to be taken after approval
THE FOUR PART LESSON Know the structure of the Four Part Lesson and why is it important: PART 1 The sharing of the objective and outcome of the lesson. A starter activity to engage the learners and a link to previous learning. PART 2 Introduction/explanation /modeling of new learning PART 3 The differentiated activity PART 4 The plenary – a review/assessment of the learning that has taken place Reflection and impact on the next teaching session. Some ideas on how to share objectives and outcomes •
Have them displayed for each lesson on a whiteboard
§
Have them displayed on the interactive board for each session when you are using them.
•
Use different colors for objective and outcome
§
Make sure you talk about the objective with the class get the students to discuss them – do they understand it?
During the learning session, •
Stop the children during the activity to remind them of the learning objective
§
This can be done more than once to reinforce what the children are learning in the session
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The students can talk about to a peer to discuss what they have been learning
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What should the task/activity be like?
A variety of tasks and activities can be used for example:
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Independent work from a text book
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Group discussions and feedback to the class – collaborative work should be encouraged.
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Paired discussion after a question has been asked
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The aim is to include all students in their learning.
Plenaries •
The last part of the lesson in where you should assess
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The students learning in the lesson (this does not mean a test!)
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They could discuss with their partner what they have learnt and feedback
•
They could do the above as a group
•
They could give you 5 new things they learned
•
There are literally hundreds of ways of doing this
For any lesson to be successful, there are some elements required from the teacher in addition to the structure. These may include, amongst others: •
Punctuality – by teacher and students
•
Multi-‐disciplinary approach – do not just shout!
•
Why not smile!
•
Voice variation – do not speak in monotone
•
Make your voice interesting, contrast loud, quiet. Use your voice as a tool to interest and motivate.
•
Be positive. Be consistent in your approach.
•
Always do what you say you will do.
•
Encourage students
•
Home learning assignments should be returned within one week. Make positive comments on written assignments.
•
Treat students as individuals
•
Be fully prepared for the lesson.
•
Clean the board/put your computer away at the end of the lesson.
No-‐one would deny that the teacher sets the tone for the lessons and it is your professional responsibility to provide maximum learning opportunities in a pleasant environment ensuring maximum learning for all students. PROFESSIONAL CONDUCT OF STAFF A teacher should have a lot of personal integrity and should conduct herself/himself in accordance with the mission and objectives of the school.
•
They must display a friendly attitude towards all/
•
They must use English as the language of communication at all times
•
They should be polite and respectful.
•
They should be punctual.
•
They should not use abusive language.
•
They should not use mobile phones in school during working hours.
•
Smoking has to be avoided in the school, at all times.
•
Teachers must restrict making personal calls except in an emergency.
•
The staff room should be kept neat and tidy.
•
Speaking loudly, quarreling or using abusive or obscene language in the staff room must be avoided.
•
School equipment should be used carefully and only for official purposes.
§
Teachers must be neatly dressed in comfortable, mostly formal, attire appropriate to the profession and the culture at the school and the country.
What is termed as misconduct? •
Late coming
•
Inefficiency or Negligence of duty
•
Hitting a pupil
•
Use of obscene/abusive or rude language.
•
Insubordination and defiance of Law and Order.
•
Non-‐co-‐operation with colleagues.
•
Theft, fraud, misappropriation of cash or property, giving or accepting bribes
•
Intentionally providing wrong information to authorities.
•
Inappropriate attire.
Actions taken in case of misconduct: •
Censure, firstly verbal and then in writing followed by possible dismissal.
•
Withholding increments and gratification
•
Suspension for a specified period pending further action
•
Removal from service.
“I touch the future. I teach”. Christa McAuliffe
GEMS External Professional Development 2013 -‐ 14 Background GEMS PD team has set out clear procedures for effective registration, enrolment and cancellation of PD programs which are fundamental in providing quality support to schools. These Registration & Cancellation Guidelines provide schools with clear processes and expectations for GEMS brokered and organized PD. PD Program communication GEMS PD team will base the central PD calendar around the collective needs identified and analyzed from school plans and inspection reports. This holistic view of GEMS PD will be published as the annual PD Brochure. In addition, the PD weekly communique will be emailed by 08:00 every Monday. This includes general weekly notices and details PD opportunities 6 weeks in advance. Registration process: Participants submit registrations online via GEMS Oasis after taking internal approval from HOS / Vice Principal / Principal. Once participants-‐register online, PD Coordinators will receive an email notification. PD Coordinators will log into Oasis and approve or reject the registration. The Oasis system automatically produces certificates for attendance, once each participant completes the online evaluation and KTAA (Key Take-‐Away and Action) forms. GEMS PD team occasionally places a ceiling on the maximum number per workshop or per school. Some popular sessions are repeated too. Once the online registration is closed, names for the waiting list will be held on the OASIS system and automatically included in the event of a cancellation. Guidelines for registrations What Online Registrations AND Approvals for participants Confirmation of registered names and numbers to trainer Cancellation of Participants
When 7 days prior to workshop 5-‐7 days prior to workshop
Action Registrations CLOSED
At least 3 days prior to the workshop
Non-‐attendees without an acceptable reason will be charged for catering Cancellation can be done online via OASIS
Registrations no longer accepted
Note: There are times when exceptional circumstances may require adjustment to the above dates. What GEMS PD Team and schools expect from the participants: •
Register online as per the guidelines
•
Attend each workshop as registered
•
Wear professional attire to all workshops
•
Arrive at least 15 minutes prior to the start time of the workshop
•
Positive participation in the workshop
•
Professional attitude and courtesy towards the trainer
•
Complete the online Evaluation Form
•
Complete online Key Take Away and Action Form
•
Print or save their online Certificate of Attendance
APPRAISALS Appraisals in the Westminster School are important and on-‐going. What are the components of appraisal? •
Punctuality
•
Teaching in accordance with the goals and objectives of the curriculum.
•
Subject knowledge
•
Appropriate teaching methods and strategies.
•
Class management which includes student participation, discipline, motivation of students.
•
Time management
•
Recapitulation of previous work
•
Effective use of teaching resources
•
Questioning on subject
•
Marking quality
•
Assignments
•
Assessments
•
Value added achievement
•
Evidence of differentiation
•
Integration of ICT
•
APPRAISAL GUIDELINES
•
Teacher (appraisee) to meet with appraiser (Vice-‐Principal, Head of Section, HOS) to discuss targets. Prior to this, the appraisee will complete a form of self-‐appraisal which will prepare the ground for a pre-‐appraisal interview.
•
During this interview, targets will be agreed upon after discussion between appraisee and appraiser. An observation / appraisal time will be decided.
•
An achievable time will be set for targets.
•
During this time, the Heads of Section, Head of Subject or colleague or Coach can assist the teacher in working towards achieving targets. Reference may be made to other senior managers and the objective is to assist the teacher to add value to her teaching.
•
Appraisal will not be linked to salary increments.
•
Teachers will not be appraised in their first year in the GEMS school but will meet individually with the Principal or Vice Principal for an initial review of their performance before the end of their probationary period as per the M.O.E.
•
The appraiser may require to look at any documents i.e. teacher record of work, evidence of student report writing etc.
•
In the event of professional disagreement between appraiser and appraisee, the Principal or person nominated by him will adjudicate and this decision will be final.
•
The whole point of appraisal is to evaluate and support Teaching and Learning. It is designed to be friendly, professional is to be considered to be a part of Professional Development.
“Acquire new knowledge whilst thinking over the old, and you may become a teacher of others” Confucius
Lesson Observation Form When you are observed teaching, the appraiser will use an E-‐Observation Form or Observation Form like the one on Appendix . The idea underpinning the form is that the lesson will ‘tell a story’. The lesson (or part of the lesson) will be graded on the KHDA scale of 1 – 4. These grades are as follows: Grade
Descriptor
1.
Below expectations / unsatisfactory
2.
Satisfactory / acceptable
3.
Good
4.
Outstanding
Further details about the grade descriptors may be found on the KHDA website www.khda.gov.ae The lesson evaluation will include comments / judgments on the quality of provision being witnessed by the appraiser. These form the basis of the development points for you as a teacher and to serve as a reference point to underpin the progress you make that will be secured by the time of the following evaluation.
You will be invited into discussion in evaluating the lesson and you will get an opportunity to agree the targets with the appraiser. These will form part and should be included in your Staff Development Folder that you have been given separately. Please remember, that appraisal is only part of the process that forms part of your development as a teacher at The Westminster School. We also expect you to undertake self-‐evaluation at different points of the year. Remember also that coaching will take place during the course of the year and you may well be involved in this process also. In order to make the appraisal process fully effective, we ask that you ‘prepare the ground’ by answering the following questions: 1. What aspects of my teaching have I been particularly pleased with this year?
2. What aspects of my classroom teaching have I been concerned about?
3. Has this been to do with planning, execution or relationships?
4. What have been my main tasks and responsibilities, other than teaching?
5. What have I done particularly well?
6. What have I done that could have been better?
7. Has this involved work on my own or as part of a team?
8. What do I think I might be doing over the next two years that is new?
9. What skills might this involve me using?
The House System
Awards System
The House System How does it help? The House System is an essential aspect of school life. By its nature and operations, it fosters a spirit of co-‐operation and healthy competition and a sense of loyalty to the House and consequently, to the institution. Most important the House System gives a focused approach to each student while incorporating the core values of the Varkey Group of Schools. The Houses: The students are divided into four Houses which are named below along with their mottos:
Working together in the House : •
Each house is headed by a Captain and Vice-‐Captain who takes their guidance from a House Advisor for Boys and Girls. These office bearers assist in maintaining student discipline and promote active participation in academic and extra-‐curricular activities.
•
The House Advisors oversee the duties and activities of their houses.
•
Each Key Stage has a Coordinator for each House who coordinates the activities and reports to the Hose Advisors.
•
Each teacher in a Key Stage is affiliated to a certain house and works in an advisory capacity, assisting the House Advisors and Coordinators.
•
Students wear a smart house uniform on the days they have Physical Education.
•
The students learn to work together in harmony, irrespective of nationality or creed, thereby fostering the core value of World Citizenship.
•
By coming together in a House, students develop the qualities necessary for the growth of a healthy personality of sharing, co-‐operation, taking responsibility, working in harmony, putting the house before self and excelling all tasks undertaken. This is an excellent platform to identify future leaders and help them hone their talents.
Adding value – House activities: •
House meetings are held from time to time to plan for various activities.
•
House assemblies are held which incorporate the core values of GEMS.
•
A number of In-‐house and Inter-‐house competitions are organized throughout the year. The teachers affiliated to each house are expected to assist in all of these and will be in charge of at least one activity. Members must try and chalk up as many points for the house in order to help the house win the trophy at the end of the year. The guidelines for awarding house points are discussed later.
Competitions – A great way to collect house points! Outdoor sports v v v v
Athletics Basketball Cricket Gymnastics
v Hockey v Throw ball v Volleyball
We’re all good sports!
Indoor sports Wits, strategy and agility – we have it all!
v v v v
Badminton Carom Chess Table Tennis
In-‐house competitions
(Subject to approval of House Advisors) Inter-‐house competitions
v v v v v v
Art Competition Athletics Craft Creative Writing Debate Declamation
v v v v v
Elocution Group Singing Quiz Spelling Bee Qirat Recitation
Art and Craft
v Drawing v Painting Drawing out our budding artists….. v Craft
Literary
We can speak, write and argue well!
v v v v
Creative Writing Choral Recitation Debate Declamation
Music
v Individual singing
Thank you for the music………. v Group singing
v Elocution v Quiz v Spelling Bee
AWARDS SYSTEM MISSION STATEMENT: To recognize and reward! THE RMI PRINCIPLE: Recognize
-‐
Effort, Talent, Performance
Motivate
-‐
Students to perform to their maximum best and to make The BEST, BETTER
Incorporate
-‐
Core Values of GEMS in the day to day life of the students
Awards – why do we need them? Ø In keeping with the changing trends of education in the twenty first century. The Westminster School promotes positive reinforcement of the underlying core values in all spheres of the school curriculum. How it works: Ø This system places the student at the core of the House System. Each student contributes positively to the collective points of the house while simultaneously achieving points for him/herself. Ø Outstanding students in any discipline are awarded a certificate of merit. Ø This not only ensures that students work hard and with more enthusiasm, especially to see their house emerge victorious, but also achieves higher levels of discipline. This system places emphasis on the development of the child both in school by the teachers and at home by the parents, therefore making peers, teachers and parents pro-‐active. Such a positive outcome is a direct reflection of the philosophy of the school – ‘Making the best better’. “Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well”. -‐ Aristotle Guidelines for awarding House Points The Award System will encompass all areas of school life namely academics, sports, activities, Competitions and conduct. Rewards work better than punishment and help boost morale, thus having a far-‐reaching impact. This is a good place to start in order to prepare the leaders for tomorrow.
AREA TO BE AWARDED HOUSE POINTS •
ACADEMICS
•
SPORT
•
ACTIVITIES AND COMPETITIONS
•
GOOD CONDUCT
•
OUTSTANDING PERFORMANCE, EFFORT ETC
•
DISCRETIONARY AWARD
HOW TO AWARD ACADEMICS •
Points to be calculated on consolidated mark sheet based on overall total obtained
•
House Summary to be made
•
If Houses have unequal numbers in section, average could be calculated
(See Sample Sheet) SPORTS INTER-‐HOUSE 1ST Place
10 Points
2nd Place
7 Points
3rd Place
5 Points
4th Place
3 Points
S.NO.
NAME
ACADEMICS
SPORTS
ACTIVITIES
CONDUCT
TOTAL
INTER-‐SCHOOL AND OTHER 1ST Place
20 Points
2nd Place
15 Points
3rd Place
10 Points
4th Place
5 Points
INSTRUCTIONS FOR CALCULATION OF HOUSE POINTS FOR ACADEMICS •
Academics House Points to be calculated as on the cut-‐off date on the basis of the First Term/First Mock Examination.
•
Add the following columns to the consolidated mark sheet of your class:
Total House House Points •
Calculate the House Points according to the Ready Reckoner
•
Add a House-‐wise Summary at the bottom of the consolidated sheet and fill in all details.
•
Submit the mark sheet to the Head of Section on the date specified.
SAMPLE SHEET House: ____________________
SPORTS / INTER-‐HOUSE ACTIVITIES POSITION FIRST SECOND THIRD FOURTH PARTICIPATION
POINTS +10 +7 +5 +3 +3
INTER-‐SCHOOL ACTIVITIES POSITION
POINTS
FIRST
+20
SECOND
+15
THIRD
+10
FOURTH
+5
PARTICIPATION
+5
INTER-‐SCHOOL ACTIVITIES GRADE
7 SUBJECTS
8 SUBJECTS
9 SUBJECTS
POINTS
40-‐50
280-‐350
320-‐400
360-‐450
+3
50-‐60
350-‐420
400-‐480
450-‐540
+6
60-‐70
420-‐490
480-‐560
540-‐630
+9
70-‐80
490-‐560
560-‐640
630-‐720
+12
80-‐90
560-‐630
640-‐720
720-‐810
+15
90-‐100
630-‐700
720-‐800
810-‐900
+18
HOUSE
ACADEMICS
SPORTS
ACTIVITIES
CONDUCT
TOTAL
ALPHA
BETA
GAMMA
SIGMA
GUIDELINES FOR RECORDING OF HOUSE POINTS 1.) Subject Teacher •
Submits Form 2 with House Points (if any) to Class Teacher by every Wednesday
•
Points will be awarded for Good Conduct, Outstanding Performance and Effort.
•
(Note:A subject teacher may award a maximum of 1 House Point in his/her subject to any one student in a class)
2.) Class Teacher •
Displays one chart for each house in the classroom (see Form1)
•
Receives Form 2 by every Wednesday with House Points awarded for Good Conduct, Outstanding Performance and Effort from Subject Teachers.
•
Adds points on class charts every Saturday
•
Completes and submits Form 3 to the respective Heads of Sections every Saturday.
3.) Head of Section •
Moderates (if required)
•
Files Form 3 from the Class Teachers
•
Co-‐ordinates Class Teachers
•
Appoints Coordinators
•
Assigns Discretionary House Points in consultation with Vice Principal
4.) Grade Level Coordinator + Assistant •
Collects House Points file from respective Heads of Sections and updates the Display Board on the floor every Sunday during the test period.
•
Fills Form 4 for each House and submits to Head of Sections.
5.) House Master / House Mistress •
Collects Form 4 from each Heads of Sections
•
Consolidates House Points
•
Updates Main Board
•
Files Form 4
6.) Vice Principal •
Monitors, moderates and overviews
•
Discretionary Awards
*Be sparing in giving points – 1, 2 or 3 may be given
Student Leadership / Class Council
PASTORAL SYSTEM What does Pastoral System mean? Pastoral system can be defined as the holistic approach and support given to students to meet their individual needs and skills. AIMS AND OBJECTIVES OF THE WESTMINSTER PASTORAL CARE SYSTEM The Westminster Pastoral care system aims to: Develop strong home-‐school links • Chalk out procedures for monitoring and evaluating the school’s delivery of pastoral care • Guide the students to be responsible members of the school community • Work towards creating an amiable atmosphere in school • Develop the students’ confidence • Offer sympathetic, confidential and effective support and guidance to students • Empower students with basic skills and experiences that will enable them to develop their latent talent • Enable students to adapt, adjust and become responsible citizens All the above are broadly focused on 2 areas: Whole School policy areas Pupil-‐level policy areas A. Whole School Policy Areas • Rewards: Linked to the House System, students are awarded points for academics, sports, extra-‐curricular activities, community services, core values, teacher discretion. • Sanctions: A consistent policy of a verbal warning followed by written warnings with appropriate sanctions is in practice for students’ misconduct in buses, other disciplinary problems, not wearing proper uniforms, etc. • Attendance: The students to be made aware of the rules, regulations and consequences that may arise of unauthorized and unnecessary absence. • Punctuality: In keeping with the high standards set by the school, pupils are guided to be disciplined and be punctual at all times. • Bullying: Teachers must provide a support system whenever necessary to root out the bullying that may arise on rare occasions. • Home Learning: The home-‐school link extends on a daily basis through the assignment given. This further helps in making the student self-‐reliant. • Assemblies: Organized in school provide opportunities for the students to develop their personality, by training in communication skills etc and also serve as a platform to enthuse the students to act in accordance with the core values of the school.
B. Pupil level areas • Uniform: The pastoral system will ensure that the students are smartly turned out as appearance reflects and sets standards for the school. • Be properly equipped for lessons: With the help of the teachers, the students will be properly equipped for lessons; the slow learners and others whenever necessary may further benefit by additional classes in the afternoon. • Behavior within lesson: The pastoral care will aim to maintain a disciplined and cordial classroom. • Relationships and behavior out of lessons, but within the school: The Pastoral system will highlight and categorize the many and varied features that influence a student’s learning capacity. • Behavior out of school which impacts on performance in school: Teaching in citizenship right from the early stages will ensure that the students become responsible members of the society. All the above factors are achieved through various means mentioned above and a few others such as: House System – which will encourage a sense of belonging in both the students and the teachers and develop a healthy competitive spirit. Career Counseling – which will help students to make the right choice for higher education. Two – Way Communication with Parents – The school diary will serve as a means to maintain a two-‐way effective communication with parents.
Examinations Examination Administration Cycle Checklist for Invigilators EXAMINATION ADMINISTRATION CYCLE
Check the dates of the examinations and tests from the calendar. Any changes will informed by the Subject Leader. Department: • The subject leader will hold departmental meetings every week. • Discuss the syllabus for the exams • Check if the portion covered shows horizontal uniformity. • Appoint teachers for setting the question papers • Provide the teachers any further instruction specific to the subject • Allocation of marks will be decided • The formats for front pages for Weekly Tests or Term Examinations is attached. Question Paper: • Al blue print of the Question Paper should be shown to the subject leader. • All the questions should be neatly typed using Times New Roman Font of size 12 • Weekly assessment papers to be submitted one week before the test date to the Subject leaders for final approval. • Term assessment to be submitted four weeks before the date of the examination Submission of Question Papers: • Papers should be submitted on or before the date of submission mentioned. • Should include the Syllabus paper signed by co-‐teachers • Mark scheme to be submitted along with the question paper • All other accessory material requirement details General Instructions for Setting a Question Paper: • To check if adequate weightage is given to questions based on knowledge, understanding and application. • In Key Stages 1 and 2, 50% weightage should be given equally for knowledge and application based questions. • In Key Stages 3 and 4 (Year 7-‐10) weightage to be 30% for knowledge, 40% for understanding and 30% for application • Years 11/12/13 – weightage should be given as per the syllabus requirement • Difficulty level should be 40% -‐ Easy, 40% Normal and 20% challenging.
Question papers are checked by the Subject Leaders for: • Content, style, pattern, differentiation • Knowledge/Content/Application based distribution of questions • Factual errors • Distribution of marks CHECKLIST FOR INVIGILATORS WEEKLY/TERM ASSESSMENTS Boards should indicate the Subject, ’Start Time’ and ‘End Time’ • Check whether a seating plan of the room is displayed • Complete the Attendance Register • Inform the Phase Manager if a Candidate arrives late • Be vigilant, move around the room and do not leave the room for any reason. Do not give any information to candidates about corrections in the question papers, unless advised by the Phase Leader. • Supervise the candidates at all times to prevent any malpractice, if any found, these should be brought to the notice of the Phase Leader. • Ensure no candidate leaves the room until the exam has ended • Inform the candidates to stop writing at the end of the time duration. • At the end instruct candidates: • To check whether the required information has been entered on their scripts • To check whether the answers are correctly numbered • To check if they have attached any supplementary sheets to the main scripts. If so, the number of additional sheets to be indicated in the column provided. • Collect all the scripts and unused stationary before candidates leave the examination room • Arrange the scripts in order and handover to the Examinations Coordinator of each section GENERAL ANNOUNCEMENTS TO BE MADE BEFORE COMMENCEMENT OF EXAMINATIONS • To instruct the students to complete the details given (name, grade, section etc.) on the answer paper • To draw their attention to the “Instruction to the Candidates” page on the question paper • To inform them that they are permitted to use only blue or black ink • To inform the candidates about the time of commencement of the examination and the time allotted for completion of the examination To instruct the students to handover any unauthorized materials to the invigilators.
Student Behavior
Discipline Policy
DISCIPLINE POLICY The Westminster School aims to create an environment where everyone feels safe, secure and valued thus providing an environment for children to learn effectively. It is important that everyone in school: • Is treated with kindness and respect • Acts with consideration towards others, making sure that their words and actions do not cause offence or inconvenience to anyone. • Behaves courteously, being polite and helpful at all times • Is friendly and co-‐operative • Is honest and truthful Teachers have a vital role in promoting good behavior in school. They need to understand each class situation and work towards creating a healthy environment. They can particularly help by • Encouraging children to develop a sense of self-‐worth, respect and tolerance for others. • Taking an active interest in their children’s academic and social progress at school. • Being flexible and able to modify disciplinary standards according to situation. • Specifying and providing appropriate rewards/punishments for performance and behavior in the class. In order to help the school develop an appropriate environment for all children, it is essential that teachers discourage their children from behaving in any of the following ways: • Disobedience • Hitting and kicking • Foul language (and swearing) • Unkind remarks • Damaging property • Answering back, rudeness or aggression • Stealing • Biting and spitting • Truancy • Racist or sexiest comments or behavior • Bullying
‘Kind words can be short and easy to speak, but their echoes are endless’ Mother Teresa
DISCIPLINARY POLICY – SANCTIONS For Minor Infractions: Stage 1: • Counselling for the first lapse • Verbal warning • Note in the diary to the parents to take corrective action • Every note sent by the teacher has to be acknowledged by the parent • Warning by the Phase Managers. *Failure to heed these steps will result in sanctions/definite consequences Sanctions Positive: • Spend time during break in helping staff maintain discipline • Some form of community service • Note of apology to teacher • Write an assignment or essay to reflect upon Negative: Loss of privileges (examples) • Break detention • Sitting out during PE class • Denial of field trips • Removal from sports teams (sit out for a match) • Detention (after school) • Student sent home (in case of late coming and breaking the dress code) The parent is to be informed and should be asked to collect their ward from the school immediately, unless there is a valid written request from the parent to excuse the student. (Where a student has served 2 detentions for minor infringements we move to Stage 2 of the disciplinary policy) Sanctions can be decided and imposed by the teacher at every step (depending upon the seriousness of the misconduct and its frequency) – negative sanctions to be imposed only with the concurrence of the Head of Section /Head Teacher.
For major infractions Stage 2 Step 1: Inform parent. Issue letter and send to parent. Obtain an acknowledgement and place in the file. Step 2: Bring to the notice of Phase Manager and the disciplinary committee. Step 3: Verbal warning and counseling (inform student she/he is on probation) Step 4: Refer to the Vice Principal/Principal, when the first three steps fail. Suspension (may also accompany Step 1 depending upon the serious nature of the misconduct, in which case the incident is to be reported to the Vice Principal / Principal). Step 5: A daily report on the student’s conduct and behavior is placed in the student’s file by the class teacher and the student’s signature obtained. The teacher should also keep the Principal and the parent apprised of the situation and behavior of the student on a regular basis. Step 6: Expulsion Minor behavior infringements Inside the class: Punctuality: • Late arrival • Skipping assembly/lesson. • Returning late to class after break. PE or other optional classes. • Frequent leave-‐taking without leave letter from parents. Dress Code: • Not wearing neat and proper uniform. Boys: • Wearing cap, sunglasses, earrings, or other accessories not permitted under the dress code. • Pants or trousers worn below the waist (not fitted at the waist with a belt). • Shirt-‐not tucked in. • Tie and belt not worn at all times inside the school. • Hair cut / beard trimming. • Wearing jackets in winter. (other than stipulated by the school) Girls: • Wearing flashy jewelry, accessories, nail polish. • Shoes, socks and hair bands, not in conformity with the dress code. • Wearing jackets in winter. (other than stipulated by the school) • Tie and belt not worn at all times in the school.
Behavior: • Talking in class. • Littering • Chewing gum • Eating in class when the lesson is on • Speaking in languages other than English on the school premises. Academic requirements: • Failure to buy/bring notebooks or textbooks to class. • Note books not covered and labeled. • Failure to complete class or home learning assignments. • Failure to submit notebooks for checking/late submission o Not bringing the school diary o Not recording home learning assignments. Major behavior infringements (In the classroom): • Fighting, bullying, intimidation and violence. • Use of obscene language or gestures. • Bringing indecent posters, magazines to school • Defacing desks, chairs or walls • Insolent or abusive behavior towards any member of staff. • Bringing and using mobiles phones, hand held devices and music devices. • Engaging in trading cassettes, CDs or other articles. • Bringing and bursting fire crackers • Stealing • Lying • Malpractices in the examination • Erasing/wiping out comments or remarks by teachers. Head of Section or Vice Principal in the School diary or notebooks. • Forging signature of the parent.
In the Computer Lab: • Willful destruction of school property – breaking expensive equipment. • Stealing material • Downloading and installing objectionable material. • Deleting material and spoiling the system and the software. In the library: • Talking in the library. • Tearing pictures and articles from books and magazines. • Vandalism • Tampering with the books. In the bus: • Intimidation, bullying and violence • Vandalism – ripping up seats • Graffiti • Littering – throwing litter outside and inside the bus • Insolent behavior towards members of the staff • Inappropriate behavior towards other students • Using obscene language and gestures • Using/changing buses without due permission Steps taken for repeated misconduct: • Complaint of misconduct from teacher travelling on the bus • Repeated complaint on a second instance • Misconduct on the third instance • Misconduct for the fourth time
The Westminster School Child Protection Policy GEMS/ The Westminster School is concerned about the welfare and safety of all its pupils and works to create an atmosphere in which pupils feel secure and are able to communicate their feelings. If our Child Protection Policy is successful, Child Protection concerns that arise will be dealt with as sensitively and effectively as possible. Records will be accurate and securely stored and the information will be forwarded when it is in the best interests of the child. AIMS • To provide clear direction to staff of The Westminster School about expected • codes of behavior in dealing with Child Protection issues. • To make explicit the school’s commitment to the development of good practice • and sound procedures so that child protection concerns and referrals are • handled sensitively, professionally and in ways that support the needs of the • child. • To integrate Child Protection issues into the curriculum and day to day learning experience of the Students. • To take account of policies in related areas such as behavior and anti -‐ bullying. DEFINITIONS: (Taken from the document, ‘Working Together to Safeguard Children’ DFES 2006). a) Neglect -‐ The persistent or severe neglect of a child which results in impairment of health or development b) Physical Abuse -‐ Actual or likely physical injury to a child, or failure to prevent physical injury or suffering c) Sexual – Actual or likely exploitation of a child by involvement in sexual activities without informed consent or understanding, or that which violate social taboos or family roles d) Emotional – actual or likely severe adverse effects on the emotional and behavioral development of a child by persistent or severe emotional ill-‐treatment or rejection e) Potential abuse – situations where children may not have been abused but where social and medical assessments indicate a high degree of risk that they might be abused in the future, including situations where another child in the household has been abused, or where there is a known abuser f) Bullying -‐ any persistent and uninvited behavior which insults, hurts or intimidates someone (includes cyber bullying).
Some signs of possible abuse include: (These are not exhaustive or necessarily indicative of abuse). (Taken from the document, ‘Working Together to Safeguard Children’ DFES 2006). a) Neglect – constant hunger or tiredness; frequent lateness or absence, poor personal hygiene, untreated medical problems; running away, stealing, low self-‐esteem. b) Physical -‐ unexplained injuries/bruises; improbable or evasive excuses, untreated injuries; fear of treatment or medical help, fear of physical contact, fear of going home, over aggressive or defensive tendencies, fear of removing clothes, bites, lashes, facial injuries. c) Sexual -‐ Tendency to cling, tendency to cry, genital itching, acting ‘like a baby’, distrust of familiar adults, wetting and/or soiling, fear of undressing, throat infections, depression, fearful/panic attacks. d) Emotional – Physical, emotional, developmental delay; over-‐reaction to mistakes; tearful, fear of losing, fear of parents being contacted, stealing, thumb-‐sucking, rocking, anxiety, Munchausen Syndrome by proxy (If a parent of child deliberately fabricates or induces illness in that child). Signs may include; perceived illness, doctor shopping, enforced illness, fabricated illness, poisoning e.g. with salt, induced seizures, suffocation, bleeding, rashes, tampering with vomit/urine. Child may exhibit unusual or unnaturally prolonged illness; symptoms/signs have a temporal association with mother’s presence, mother unusually at ease in Hospital environment, multiple illnesses/similar symptoms in family, unexplained death of siblings. FRAMEWORK ‘Working together Under the Children Act, 1989’ requires all schools in the UK to follow procedures for protecting children from abuse. Schools in the UAE are also expected to ensure that they have appropriate and reasonable procedures in place for responding to situations in which they believe that a child has been abused or is at risk of abuse – these procedures should also cover circumstances in which a member of staff is accused or suspected of abuse. DFES Circular ‘Working Together to Safeguard Children’ (2006) places the following responsibilities on all schools. • Staff should be alert to signs of abuse and know to whom they should report • any concerns or suspicions. • Designated Teachers should have responsibility for coordinating action within • the school • Each member of staff should receive regular Child protection training • appropriate to her/his role. • Schools should have procedures, of which all staff is aware, for handling • suspected cases of abuse of pupils, including procedures to be followed if a • member of staff is accused of abuse.
ROLES AND RESPONSIBILITIES The Designated Team The Designated Team for Child Protection consists of one representative from each Learning Bay. The list of representatives is given on the last page. Their role will be • To ensure that each member of staff is familiar with school guidelines for identifying and reporting abuse, including allegations of abuse against staff • To ensure that the school operates an effective child protection policy • To ensure that each member of staff receives a foundation training in child protection • To be responsible for coordinating action and liaising with other agencies and Support services over child protection issues; • In consultation with the Child Protection Officer at GEMS Corporate office assist in enquiring into allegations of child abuse. • To follow, as appropriate, recommendations made by the Child Protection Officer at GEMS Corporate office • To be aware of the ‘Every child matters document’ and the ‘What to do if you’re worried a child is being abused’ documents (See further reading at the end of the policy) • To support and advise staff on child protection issues generally. • To ensure they have had up to date training. • To monitor the attendance and development of children who have given cause for concern • To disseminate relevant information to the appropriate staff e.g. to class teachers or Teaching Assistants (TA). • To complete CP records and send onto new schools (where relevant) • To maintain accurate and secure child protection records in chronological order. Class Teachers Class teachers will, in most cases, be the first person that a concern is raised by. They will collate detailed/accurate/secure written records of concerns and liaise with the Head of Section. The School Doctor Their role is to ensure that relevant information obtained in the course of their duties is communicated to the Head of Section. Types of injuries, attendance and frequency are recorded.
The Responsibilities of the Staff a) Each member of staff has a responsibility to identify and report suspected abuse and to ensure the safety and wellbeing of the pupils in her/his school. In doing so they should seek advice and support as necessary from the Head of Section who in turn will communicate with a designated team, consisting of representatives from foundation stage, primary & secondary. b) Staff is expected to provide a safe and caring environment in which children can develop the confidence to voice ideas, feelings and opinions. Children should be treated with respect within a framework of agreed and understood behavior. c) Every member of the staff is expected to: • Be aware of signs and symptoms of abuse • Report concerns to the Head of Section as appropriate • Keep clear, dated, factual and confidential records of child protection concerns. APPOINTMENT OF STAFF The school will, when appointing staff, take account of the guidance issued by GEMS corporate office and observe the following safeguards: • Ensure that documentation sent out to potential candidates will make it • Clear that child protection is a high priority of the school and that rigorous checks will be made of any candidate before appointments are confirmed; • Ensure that a reference as to the suitability of a candidate to work with children will always be obtained from the last employer; • Request at interview an account of any gaps in their interviewee’s career/employment history • Ensure that staff already living in Dubai when applying for posts will be asked to supply a certificate of good conduct or similar from the Dubai police. Staff and helpers who have recently moved to Dubai will be asked to produce a certificate of good conduct (or national equivalent) from the • authorities representing the countries from which they have recently moved. • Police Clearance form (appendix 2) is attached to this document ALLEGATIONS AGAINST STAFF If a child, or parent, makes a complaint of abuse against a member of staff, the person receiving the complaint must take it seriously and immediately inform the Head of Section. Any member of staff who has reason to suspect that a pupil may have been abused by another member of staff, either at school or elsewhere, must immediately inform the Head of Section. A record of the concerns must be made, including a note from a witness who witnessed the incident or allegation.
The Principal will not investigate the allegation itself, or take written or detailed statements, but will assess whether it is necessary to refer to the Child Protection Officer at GEMS Corporate office in accordance with the child protection procedures. If the Principal decides that the allegation warrants further action through child protection procedures, a referral must be made directly to the Child Protection Officer at GEMS Corporate office. If the allegation constitutes a serious criminal offence, it will be necessary to contact the Child Protection Officer (who at present is Ms. Margaret Atack, Director of International Schools – GEMS) at GEMS Corporate office before informing the member of staff. If it is decided that it is not necessary to refer to the Child Protection Officer at GEMS Corporate office the Principal will consider whether there needs to be an internal investigation. If the concerns are about the Principal, the Child Protection Officer at GEMS Corporate office must be contacted directly. STAFF CONTACT WITH PUPILS In order to minimize the risk of accusations being made against staff as a result of their daily contact with pupils, staff should ensure that they consider the following points of guidance (taken from Principles for Safe Working Practice for the Protection of Children and Staff in Education Settings. (Feb 2005)) • Staff is responsible for their own actions and behavior and should avoid any conduct which could lead to any reasonable person to question their motivation and intentions. • Staff should work, and be seen to work in an open and transparent way (especially when working with individual pupils). Staff should not allow pupils to visit their place of residence. • Staff should discuss and/or take advice promptly from their line manager or another senior member of staff over any incident, which may give rise to concern. • Records should be made of any such incident and of decisions made/further actions agreed and the Principal should be informed. • Staff should be aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken against them. The Westminster School Procedures • Any member of staff concerned about a child must inform a Head of Section immediately. • The member of staff must record information regarding the concerns on the • same day. The recording must be a clear, precise, factual account of the observations. • The Head of Section will consult the Designated Team who will decide whether the concerns should be referred to the Child Protection Officer at GEMS Corporate office. If it is decided to make a referral to the Child Protection Officer at GEMS Corporate office, this will be done, if necessary, without prior discussion with the parents.
• If a referral is made to the Child Protection Officer at GEMS Corporate office, the Designated Team will ensure that a written report of the concerns is sent to them within 48 hours. • Particular attention will be paid to the attendance and development of any child who has been identified as at risk. • If a pupil who has been identified as at risk, changes school, the Principal will inform the Child Protection Officer at GEMS Corporate office and consider the transfer of appropriate records to the receiving school. When to be concerned Staff should be concerned if a pupil: • has any injury which is not typical of the bumps and scrapes normally associated with children’s activities; • Regularly has unexplained injuries; • Frequently has injuries, even when apparently reasonable explanations are given; • offers confused or conflicting explanations about on how injuries were sustained; • exhibits significant changes in behavior, performance or attitude; • indulges in sexual behavior which is unusually explicit and/or inappropriate to his or her age; • discloses an experience in which he or she may have been significantly harmed. Dealing with a disclosure If a pupil discloses that he or she has been abused in some way, the member of staff should: • listen to what is being said without displaying shock or disbelief; • accept what is being said; • allow the child to talk freely; • reassure the child, but not make promises which it might not be possible to keep; • not promise confidentially, as it might be necessary to refer the case to the Child Protection Officer at GEMS Corporate office • reassure the pupil that what has happened is not her/his fault; • Stress that it was the right thing to speak about it. • listen, rather than ask direct questions; • ask open questions rather than leading questions; • not criticize the perpetrator; • explain what has to be done next and who has to be told.
Recording disclosure When a pupil has made a disclosure, the member of staff should: • make some brief notes as soon as possible after the conversation. (enclosed please find the format) this will be kept strictly confidential and will be handed over to Head of Section. • not destroy the original notes in case they are needed by a court • record the date, time, place and any noticeable non-‐verbal behavior and the words used by the child; • draw a diagram to indicate the position of any bruising or other injury; record statements and observations, rather than interpretations or assumptions. Support for pupils and staff The Principal will make all reasonable attempts to protect and otherwise support pupils who have disclosed information about possible child abuse incidents. Dealing with a disclosure from a child is likely to be a stressful experience. The member of staff concerned should consider seeking support for herself/him and discuss this with the Head of Section. CONFIDENTIALITY Members of staff have access to confidential information about pupils in order to undertake their everyday responsibilities. Staff is expected: • To treat information they receive about pupils in a discreet and confidential manner. • If they are in any doubt about sharing information they hold or which has been requested of them, seek advice from the Head of Section. • To be cautious when passing information to others about a pupil. RECORDS & MONITORING Well maintained records are essential for good Child Protection practice. Concerns and disclosures should be recorded in writing by the member of staff who receives them and forwards them to the Head of Section without delay. The Head of Section in consultation with the Designated Team will then decide on further action and any appropriate monitoring program for the pupil. Records are stored in a dedicated filing system maintained by the Designated Team. When pupils with records in this filing system move on to another school the Principal is responsible for transferring information judged to be relevant to the child’s next school. A confidential list of children whom the school has concerns about will be submitted to the Principal. A sample of the format is attached to this document (appendix 3)
STAFF TRAINING Every member of staff should receive Child Protection training as part of the CPD program. Staff should be informed of any changes subsequently made to this. CHILD PROTECTION AND THE CURRICULUM The school curriculum is important for the protection of children. We aim to ensure that curriculum development meets the following objectives (these are often met through the PSHE and citizenship curriculum): • Developing pupil’s self-‐esteem; • Developing communication skills; • Information about all aspects of risk; • Developing strategies for self-‐protection; • Developing a sense of the boundaries between appropriate and inappropriate behavior in adults; • Developing non-‐abusive behavior between pupils. FURTHER READING • 1989 UN Convention on the Rights of the child • 1989 The Children’s Act • 1999 Working together to safeguard children • 2000 Framework for the Assessment of Children in Need and their Families • 2000 National Care Standards • 2002 Education Act • 2003 Every Child Matters • 2003 What to do if you’re worried that a child is being abused • 2004 Safeguarding Children in Education • 2005 Guidance for safe Working practice for the protection of Children and Staff in Educational Settings. • 2006 Working Together to Safeguard Children. • 2007 Safeguarding Children and Safer Recruitment in Education.
SYNOPSIS What to do if you are told of abuse: • Stop and listen. • Take notes and keep (verbatim) • Do not interrupt • Do not be judgemental • Do not promise confidentiality -‐ staff must not work in isolation, but offer discretion. • Avoid leading questions/coaxing, pressurizing • Note concerns about going home, now that she/he has spoken up • Inform the Head of Section promptly who will ask for a verbatim written record with time and persons present • Discretion should be maintained in the staff room. Never think it cannot happen Do not work in isolation What happens next? • Member of staff with suspicion/concern/ disclosure informs Head of Section • The Head of Section gathers information. • All subsequent concerns are reported and recorded by the designated team. Where action is required they will either monitor, or refer to the Child Protection Officer at GEMS Corporate office where: When in need of serious health or immediate welfare attention the child should be taken to the school doctor. When allegations are made against a member of staff The Designated team is told in the usual way. A written record will be asked for. It should be signed and dated. The Child Protection Officer at GEMS Corporate office is informed by the Principal. The member of staff may be suspended pending further investigations. Useful websites:
1. www.teachernet.gov.uk/wholeschool/familyandcommunity/childprotection/schools/examplepolicy 2. http://www.child-‐to-‐child.org/about/childprotection.htm 3. http://www.everychild.org.uk/media/documents/Child_Protection_Policy.pdf 4. http://us.camfed.org/child-‐protection.html
Date: 15/06/2013 To be reviewed on 15/06/2014 THE WESTMINSTER SCHOOL -‐ DUBAI Name of student ______________________________________ Year________________ Teacher__________________________ Date______________ Follow up____________ Contact___________________________ Parent Name_____________________________ Type of Concern Health Behavioral Personal Report
Academic
Developmental Milestones
Social/Emotional
Learning Disability
Interaction
Family background Pervious Interventions Student Conference
Parents’ Contact
Disciplinary Action
Other Reported to ___________________________________ Describe your concern
Testing
Inclusion Policy
Contents
Page
Definition of “Special Educational Needs”
3
School Philosophy
5
Identification & Assessment
6
Partnership
7
Gifted and Talented
8
Roles and Responsibilities
9
Review of Policy
Definition of SEN Special Educational Needs (SEN) are needs that are different from those of the majority of students. They include those who need additional support or challenge in their learning. Special educational needs could mean a child has difficulties with: • all of the work in school • reading, writing, numeracy or understanding information • expressing themselves or understanding what others are saying • making friends or relating to adults • complying with school rules • organizing themselves • Some kind of sensory or physical needs that may affect them in some or all school activities. A child must not be regarded as having a learning difficulty solely because the language or medium of communication at home is different from the language in which she or he is or will be taught Type of need
Behavioral, Social, Emotional
Description (compiled from a range of international best practice and using the DSIB Definition and UAE "school for all" guidance). Behaviour that presents a barrier to learning Emotional problems such as depression, eating disorders, attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD), and syndromes such as Tourette's
Sensory and Physical Including
Blindness or partial sight Deafness or partial hearing Deafness and blindness Disabilities arising from conditions such as congenital deformities, spina bifida and/or hydrocephalus, muscular dystrophy, cerebral palsy, brittle bones, haemophilia, cystic fibrosis or severe accidental injury. It is important to state that there is no necessary direct correlation between the degree of physical disability and the inability to cope with the school curriculum, apart from the elements involving physical activity. Students with severe physical disability may have minimal special educational needs, while those with minimal physical disability may have serious learning needs
Speech and Language Disorders This does not include students with additional language needs
Expressive language disorder – problems using oral language or talking. The student’s understanding of language is likely to exceed his/her ability to communicate with the spoken word. Receptive language disorder – problems understanding oral language or in listening. Global language disorder – difficulties with both receptive and expressive language. Global language disorders affect both the understanding and use of language.
Communication and Interaction Autistic Spectrum Disorders (ASDs) are neurological disorders that are characterized by difficulties with social communication, social interaction, social imagination and flexible thinking. Asperger’s Syndrome is thought to fall within the spectrum of autism, but with enough distinct features to warrant its own label. It is characterized by subtle impairments in specific areas of development. There is no clinically significant delay in cognitive development or in language acquisition. However, students with Asperger’s syndrome often have communication difficulties. Learning
Gifted Students
•
Specific Learning Difficulty (SpLD) – specific difficulties with any of the following:
•
Reading, writing, spelling
•
Using numbers
•
General Learning Difficulty 1 – below average general intellectual functioning often reflected in a slow rate of maturation, reduced learning capacity and inadequate social adjustment.
•
General Learning Difficulty 2 – significant learning difficulties which have a major effect on participation in the mainstream school curriculum, without support.
•
Profound and Multiple Learning Difficulty (PMLD) – complex learning needs resulting in severely impaired functioning in respect of a basic awareness of themselves, the people and the world around them. They may include physical disabilities or a sensory impairment. A high level of adult support is likely to be required.
Gifted students are those with academic ability or potential which places them significantly above the average for their year group in one or more areas of academic achievement. These students would demonstrate performance, which is distinct from their peers.
Talented students are those who demonstrate outstanding ability in creative achievement, such as art, music, dance or sport, and whose performance in these aspects is significantly above average.
Talented Students
Students who have a congenital disorder resulting in three copies of chromosome 21. This affects speech, understanding, vision and the development of manual dexterity. Although there are commonalities in their physical appearance and mental abilities, symptoms in those with Down syndrome are on a continuum of mild to severe. Down syndrome generally results in a slower mental and physical development than normal.
Down syndrome
OVERALL SCHOOL PHILOSOPHY The Westminster school embraces the following principles • Providing high quality education to all the children who attend the school. The school has high expectations of effort and success from all children. • We believe that our children, including those identified as having “additional needs” have a common entitlement to a broad and balanced academic and social curriculum, based on the national curriculum and for pre-‐ school children the early years/ foundation stage curriculum. Which is accessible to them, and to be fully included in all aspects of school life • TWS is committed to inclusion. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. • The special educational needs of children will be met, where appropriate, in mainstream settings, otherwise in a withdrawal setting • We will respond to learners in ways which take account of their varied life experiences and needs. • We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. • We pay particular attention to the provision for and the achievement of different groups of learners: •
English language learners (ell)
•
Learners with ‘additional needs’
•
Those who are ‘gifted and talented’
•
Where appropriate, the views of the child should be sought and taken into account;
•
Parents have a vital role to play in supporting their child’s education;
OBJECTIVES • To continually monitor the progress of all pupils, to identify needs as early as possible and to provide support, while maintaining the balance of the mainstream class • To signpost support for pupils with additional learning needs (including g or t) through external agencies. • To facilitate access to the curriculum through differentiated planning by class teachers, and SEN support staff as appropriate. • To provide specific input, match to individual needs, in addition to differentiated classroom provisions, either with the school or through external agencies, for those pupils recorded as having additional needs. • To promote positive receptions of pupil with additional needs within the school community, so that inclusive provision is positively valued and accessed by staff and parents/carers. • To enable children to move on from us as well equipped as possible in the basic skills of literacy, numeracy and social independence to meet the demands of post-‐ 16 school life and learning. • To form strong partnerships between all stakeholders so that the child’s learning and emotional well-‐being are optimally supported; • To give the children a voice in planning and in decisions that affect them. • To have an open door policy with the support of staff and parents. • To make information on additional needs available to staff and parents.
IDENTIFICATION AND ASSESSMENT We recognize the importance of identification as early as possible, followed by intervention for any child who may have special education needs. Identification is carried out through the 3 wave model. Please see appendix 1. Movement from 1 wave 2/3 can be triggered by: 1. Assessment of learning All the children undergo the school’s normal assessment procedures that are implemented at different times of the year. These will include: • Weekly assessments • Teachers’ own individual assessments in all subjects • End of term assessments including assessments made against National Curriculum Statements of Attainment • Mock examinations • Learning Profiles 2. Assessment for learning All school staff, regardless of grade or section, have a responsibility to identify those who may have particular learning needs. TWS graduated approach to SEN identification and provision is detailed on TWS inclusion flow chart (see appendix 2) Partnership We recognize that in order for pupils with special needs to progress a key issue is “partnership”. TWS works together with others to promote inclusion for all children. These include: 1. Partnership 2. Class teachers 3. Specialist staff 4. School medical office 5. School management 6. External agencies 7. Feeders ant transfer schools
Gifted and Talented The school acknowledges that given its size there will be students who may be classified as gifted and talented. As a result, it is the teacher’s responsibility to ensure that such students are identified, and their needs duly planned for. Again, this will be done with and through the Head of Year / Section / Subject Coordinator. Thus, teachers at The Westminster School will: • • • •
Create a classroom climate that supports the development of high achievement – risk taking, high flying Approach lessons understanding that teaching is not about learning the knowledge and skills needed to pass an exam, but is about creating a community of learners Focus on the needs of individuals and make use of the strengths and unique talents that gifted and talented students possess Devise learning for the students concerned that is intellectually challenging and encourages high-‐order thinking.
The school has a separate register for the identification of those with particular talents. Those who may be differently abled physically. The school does have a small number of children who may face particular challenges physically. It is the Head of Section’s responsibility to monitor their day-‐to-‐day provision / care / physical wellbeing. Such children are encouraged to participate in all aspects of school life including Physical Education. The Children are treated no differently from others in the school. At present, there are no children who need particular and specific wheelchair access.
Roles and Responsibilities •
•
•
•
•
Gems and the Leadership Team The development and monitoring of the school's work on inclusion will be undertaken by GEMS Heads Office and the Leadership Team. Subject Leaders Ensure they are monitoring progress and through differentiation promote inclusion within the planning of their subject. Specialist and Class Teachers Need to be aware of and act on the inclusion Policy. SEN Department These roles are described in the separate job descriptions: • SENCo • Counsellor Medical Staff To work with all the staff to promote the inclusion of all the children
Monitoring and review This policy has been discussed and agreed by the TWS teaching staff and leadership teams for implementation
Signed ………………… Date ……………….. SEN Coordinator
Signed ………………… Date ……………….. Senior Education Welfare Manager
Signed ………………… Date ………………. Principal
Policy review date ……………………..
Key development tasks to implement and maintain the policy:
The Westminster School Dubai
THE WESTMINSTER SCHOOL - DUBAI Overview: KHDA – Acceptable overall school judgement Teaching and Learning – satisfactory and good in the Sixth Form Name and Role
Targets to work towards General -‐
School Corporate Initial Review Date: Carried out by : Agreed & Signed Outcome of review: Objectives met/not met (Inc. if appropriate reasons for not meeting objectives) Signed (reviewer) Signed (post holder)
Name and Role
Notes from in year discussions
Notes from end of year discussions
Teaching and Learning Policy
CONTENTS 1. Introduction 2. Basic expectation 3. Understanding the principles of effective teaching & learning 4. An outstanding teacher 5. Teaching for effective learning •
Expectation
•
Strategies to monitor and review the quality of teaching & learning
•
Teaching observation protocol
6. Personal and professional conduct
7. Conclusion
Introduction In the 21st Century, informative societies need independently and creatively thinking individuals who can solve problems and manage their learning process and also need schools, which educate these individuals (UNESCO 2003). 21st Century multidisciplinary Individual Learning let the learners make most decisions about their learning rather than relying on their teachers to do it for them. Independent study is not at all isolated or unaided learning or operating without the assistance of teachers, it is about sharing ideas, problems and working together to resolve these problems. This ultimately develops skills and attributes with technological and scientific awareness, adaptability to manage complexity with self-‐direction, creativity to take risk, high order thinking with sound, resourcing teaming and collaborating with global awareness, personal and social responsibilities, interactive communication to think critically and creatively. The policy outlines the Westminster school’s philosophy and approach to teaching and learning. The document highlights general principles in terms of how teaching should be creatively planned for structured and evaluated in light of what all pupils-‐regardless of their ability, age or gender should learn as a result of teaching.
Basic Expectations: We expect our teachers to: • Have a secure knowledge of what is to be taught and learned • Command a broad spectrum of teaching strategies and skills Understand the principles of effective teaching and learning In addition we expect our teachers to: ü Aspire to be Outstanding teachers ü Work hard and enjoy the success it brings ü Understand and share the vision and mission of the School ü ‘Model’ high expectations at all times ü Work as a complete team ü Enforce standards ü Meet performance targets ü Implement the GEMS core values in all aspects of the School We expect all teachers to aim to be ‘Outstanding’ practitioners What is an outstanding teacher? • Expectations: The teacher has high expectations of all students. The teacher engages and motivates students and engenders high levels of enthusiasm and commitment to learning. • Planning, Expertise and Activities: The teacher plans with great care to ensure that teaching is very well matched to individual needs. The teacher is very knowledgeable in their subject and area of learning and highly effective in teaching them. No time is wasted and the teacher sets challenging tasks that are closely matched to specific learning needs. • Literacy and Numeracy: The teacher takes every opportunity to develop basic skills such as reading, writing, communication and numeracy. • Interventions and Support: Interventions are well-‐judged and have notable impact on the quality of learning. • Assessment: Assessment is consistently accurate. The teacher systematically and effectively checks students’ understanding throughout lessons. • Marking and Feedback: Marking and constructive feedback from both the teacher and student and of a consistently high quality. • Students’ Progress and Learning: Individual students and groups of students make well above expected progress over time.
• Students’ Attitude to Learning: Students are resilient and confident and are developing as Independent Learners. • Students are given ample time for reflection and are required to think deeply. National Standards for Teachers These Standards apply to all teachers regardless of their career stage and define the minimum level of practice expected of teachers. Senior Leaders and Phase Leaders will assess qualified teachers against the standards to a level that is consistent with what should reasonably be expected of a teacher in the relevant role and at the relevant stage in their career. Teachers make the education of their students their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up to date and are self-‐critical; forget positive professional relationships; and work with parents in the best interests of their students. PART ONE: TEACHING FOR EFFECTIVE LEARNING A teacher must: 1. Set high expectations which inspire, motivate and challenge students: •
Establish a safe and stimulating environment for students, rooted in mutual respect
•
Set goals that stretch and challenge students of all backgrounds, abilities and dispositions
•
Demonstrate consistently the positive attitudes, values and behavior, which are expected of students.
2. Promote good progress and outcomes by students: •
Be accountable for students’ attainment, progress and outcomes
•
Plan teaching to build on students capabilities and prior knowledge
•
Guide students to reflect on the progress they have made and their emerging needs
•
Demonstrate knowledge and understanding of how students learn and how this impacts on teaching
•
Encourage students to take a responsible and conscientious attitude to their learning
3. Demonstrate good subject and curriculum knowledge: •
Have a secure knowledge of the relevant subject (s) and curriculum areas, foster and maintain students’ interest in the subject
•
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote an attitude of scholarship
•
Demonstrate an understanding of and take responsibility of promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
•
If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
•
If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
4. Plan and teach well-‐structured lessons: •
Impart knowledge and develop understanding through effective use of lesson time
•
Promote a love of learning and children’s curiosity
•
Set home assignments and plan other out-‐of-‐class activities to consolidate and extend the knowledge and understanding of students have acquired
•
Reflect systematically on the effectiveness of lessons and approaches to teaching
•
Contribute to the design and provision of an emerging curriculum within the relevant subject area (s)
5. Adapt teaching to respond to the strengths and needs of all students: •
Know when and how to differentiate appropriately, using approaches which enable students to be taught effectively
•
Have a secure knowledge of how a range of factors can inhibit students ability to learn and how best to overcome these
•
Demonstrate an awareness of the physical, social and intellectual development of children and know how to adapt teaching to support students’ education at different stages of development
•
Have a clear understanding of the needs of all students, including those with special educational needs; those with high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6. Make accurate and productive use of assessment: •
Know and understand how to use assess the relevant subject and curriculum areas including statutory assessment requirements
•
Make use of formative and summative assessment to secure students’ progress
•
Use relevant data to monitor progress, set targets, and plan subsequent lessons
•
Give students regular feedback, both orally and through accurate marking and encourage students to respond to the feedback
7. Manage behavior effectively to ensure a good and safe learning environment: •
Have clear rules and routines for behavior in classrooms and take responsibility for promoting good and courteous both in classrooms and around the school, in accordance with the school’s behavior policy
•
Have high expectations of behavior and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
•
Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them
•
Maintain good relationships with students, exercise appropriate authority and act decisively when necessary.
8. Fulfil wider Professional responsibilities: •
Make a positive contribution to the wider life and ethos of the School.
•
Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
•
Deploy support staff effectively
•
Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to students’ achievements and wellbeing.
•
Skilled in their use of questions.
Strategies to Monitor and Review the Quality of our Teaching and Learning The evidence used to review the quality of teaching and learning: •
Observations of lessons and discussion with teachers and students about observations.
•
Some joint (two staff to moderate) observations and related discussions.
•
Regular learning walks/drop-‐ins.
•
Discussions with students about their work and their experience of teaching time.
•
Discussions with staff about teaching.
•
Department and individual analysis of the views of students, parents and staff (‘I know my class’, ‘My Voice’, etc).
•
Work scrutiny and consideration of marking with quality of comments.
•
Teacher planning scrutiny.
•
Scrutiny of student progress – terminal results, on-‐going assessment, and other data.
•
All subjects are reviewed each Term.
•
Frequent Subject Leaders meeting in making effective judgements, including some moderations judgements.
Teaching Observation Protocol The Senior Leaders are committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will: •
Carry out the role with professionalism, integrity and courtesy;
•
Evaluate objectively;
•
Report accurately and fairly;
•
Respect the confidentiality of the information gained.
Teaching observation is understood by the Senior Leaders to be important for the purposes of appraisal and evaluating the standards of teaching and learning within the School. The following protocol will apply to teaching observations: •
Classroom observation will be undertaken in the majority by those qualified teachers who aspire for Outstanding. In addition, in the school, the classroom observation will only be undertaken by those who have appropriate professional skills and training and who can provide constructive oral and written feedback.
•
Written feedback will be provided within five working days of the observation taking place. The written record of feedback will include the date on which the observation took place, the lesson observed and the length of the observation. Teachers will have access to all written accounts of the observations after their lessons.
•
All formal teaching observations are integrated as part of the monitoring and review process. In any academic year all teachers will be observed for the following reasons: •
Monitoring of learning by SLT / GEMS Consultants
•
Appraisal by line Manager
•
From these observations CPD/support needs of teachers are identified for the term ahead.
•
Learning Walks, linked to specific subject areas, also take place on a regular basis.
•
Teachers are also encouraged to voluntarily, or be directed to (if identified with weaknesses), take part in peer to peer observations in order to secure good or outstanding levels in their teaching.
•
The Observation process is based on the current DSIB framework, and involves elements of student engagement and literacy assessment.
•
All Observers should do at least one paired observation to ensure common practice.
•
In each of the monitoring of learning two-‐week observation periods, no warning will be given. Appraisal observations are agreed at least one-‐day prior to the observation between the reviewer and reviewee.
•
The observations are recorded on a matrix chart to identify the level of support different teachers need to become outstanding practitioners.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A Teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behavior and attitudes, which set the required standard for conduct throughout a teacher’s career. •
Teachers uphold public trust in the profession and maintain high standards of ethics and behavior, within and outside school, by: •
Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s position
•
Having regard for the need to safeguard students’ well-‐being, in accordance with statutory provisions and GEMS standards
•
Showing tolerance of and respect for the rights of others
•
Not undermining fundamental UAE Islamic values and cultural norms, individual liberty and mutual respect and acceptance of those with different faiths, beliefs and nationalities
•
Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead to controversial discussions
•
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.
•
Teachers must have an understanding of, and always act within, the GEMS frameworks which set out their professional duties and responsibilities.
Assessment  Policy
THE WESTMINSTER SCHOOL - DUBAI Contents
Page
Rationale
2
Principles of Assessment
2
The Westminster School’s Strategies
4
Assessment in Arabic
4
Assessment Cycle
5
The Learning Profiles
7
Moderation
8
Pupils with Particular Learning Needs
8
Targets Setting and Pupil Target Setting
8
Tracking
9
Evidences of Assessment
9
Recording (APP)
9
Marking Guidelines
10
Reporting to Students/Parents
10
Roles and Responsibilities
11
Home School Links
13
Monitoring and Review
13
Appendices – Examples of Proformas used in the school
14
National Curriculum Leven Sheet Level Descriptors (‘The World’) Target Prediction Sheet (Secondary) Marking Audit (Primary & Secondary) Assessment Calendar (Primary & Secondary)
RATIONALE: Assessment is the process of identifying, gathering and interpreting information about the on-‐going progress in students learning. Assessment design should provide students with the stimulus to learn in depth, to apply their developing skills and knowledge in new situations, challenge and change their ways of thinking and doing. Including opportunities for students to enhances student engagement: •
negotiate and have choices in at least some of their assessment tasks
•
with some guidance, assess their own performance standards
•
specify the nature and focus of feedback that they require to improve and enhance their performance
•
act on the feedback provided by peers, experts and teachers to enhance their learning and their performance
•
impact positively on student learning
Principles of Assessment: 1. Assessment tasks should be diverse -‐ Assessment practices should be inclusive and support principles of equality, catering for both individual and group diversity. It should be recognized that all assessment models have limitations and a capacity to disadvantage to certain students. Every effort should be made to minimize such disadvantage by using a variety of assessment techniques. The language of assessment in The Westminster School avoids gender, racial, cultural or other language bias. 2. Assessment should be used for both formative and summative purposes -‐ Formative assessment helps students and staff to identify strengths, weaknesses, and ways to improve and enhance learning attainment. Summative assessment provides information to judge the extent to which a student has achieved outcomes relevant to the qualities in a course or program. In short, we assess to define each child's ability in terms of what the child knows, understands and can apply so as to plan: To reveal children's strengths and weaknesses. To ensure early identification of children with particular learning needs. To inform future planning and target setting. To ensure continuity and progression in our work with the children. To communicate accurate information about the child that is useful to teachers, pupils, parents, and other educational agencies. To comply with GEMS requirements.
3. Good assessment requires clear articulation of purpose, requirements, standards and criteria: Assessment works best when students have a clear understanding of assessment expectations. An assessment criterion in particular needs to be understandable and explicit so that students know what is expected of them for each assessment task. 4. Good assessment practice allows students to receive timely feedback on their learning: High quality feedback is clear and constructive, and enables students to make sensible judgements about modifying aspects of their academic performance in order to meet the objectives of a course. Such feedback should enable students to understand their level of development of the required skills, their mastery of the understandings embedded in the assessment activity, and how their performance in each domain could be improved in subsequent learning activities. Thus feedback at The Westminster School can include: model answers to questions verbal comments from teaching staff, both individually and to the whole class verbal comments on presentations and participation in class discussions preliminary assessment task advice face-‐to-‐face assessment task discussion, individually, and in groups written feedback comments regarding drafts and assessment tasks Where possible, some expectation should be built into the assessment design and grading process such that students acknowledge and act on the feedback provided. Where possible, some expectation should be built into the assessment design and grading process such that students acknowledge and act on the feedback provided. (Please see Staff Handbook for more specific guidance on marking) 6. Assessment methods should be valid, reliable and consistent Every effort should be made to ensure that assessment methods are valid and reliable, recognizing that professional judgement is a significant and reasonable element in indicators of achievement. However, it is also reasonable that such judgement is regularly subjected to peer review and discussion. Moderation (including external moderation where appropriate) of both the setting and marking of assessment tasks should therefore be established to improve the validity and reliability of assessment methods. Program teams will develop and implement appropriate moderation to ensure inter-‐assessor and intra-‐ assessor consistency in judgments made about student achievement and the quality of feedback given in and across courses.
7. Good assessment practices should promote ethical academic conduct Ethical academic conduct is both a staff and student responsibility. Good assessment design can both educate students about appropriate academic conduct and minimize academic misconduct. The Westminster School’s Strategies for Assessment The school uses a range of assessment techniques to gauge the extent of students’ learning. These include: Observation -‐ watching the children on task. Questioning / discussion with the children. Photographing / videoing / audio taping work in progress. Examining and evaluating children's written work. Marking children's work, according to the marking policy of The Westminster School. Teacher devised tests for areas such as spelling, tables. Baseline assessment when children enter the Foundation Stage. At end of Nursery and Reception Baselines using the Early Years Profile. Assessment is built into planning and takes place both during each topic/ at the end of a topic and Half term's work. Weekly plans show assessment focus with an asterisk and any relevant comments on the reverse, or added to individual records. Assessment in Arabic As well as the weekly assessments of children in measuring their progress in Arabic, the school introduced the ‘GEMS Arabic Language Framework’ that is being used in all GEMS schools. This is a set framework from Grades 1 -‐ 9 where children are assessed in their use of Arabic and graded against particular efficiency levels. For example, ‘Emergent’ -‐ E1 through to ‘Advanced’ -‐ A2. Further details may be found in the GEMS document, ‘GEMS Arabic Language Framework.’
Assessment Cycle (Primary / Secondary School): Date September
Section Foundation Stage
Action Commence Early Years Profile with early baseline assessment of the children on entry to the school. Teachers become au fait with students’ previous National Curriculum assessments / plan work accordingly.
Primary
Year 6 Learning Profile started. Assessing Pupil Progress module (APP) begins monitoring progress.
Secondary
Some students undertake re-‐sit of internal examinations as per Ministry requirements. All subject teachers become au fait with students’ previous National Curriculum assessments /teachers’ internal examination evaluations from Summer exams and plan work accordingly. Secondary teachers carefully evaluate predictions for IGCSE. Learning Profiles started for Years 7, 8,9,10 and 11. APP begins monitoring progress. Teachers become aware of students’ IGCSE results.
Sixth Form
Sixth Form Learning Profile started APP begins monitoring progress.
October
Formative Assessments in various subjects start Primary / Secondary
First meeting with parents to discuss progress. Sharing of the APP data with students and parents (October Interim). Subject Heads of Subjects collate IGCSE predictions and share with Head of Assessments and SLT Team.
December
Foundation Stage
Early Years Profiles start to be completed given children’s progress. Continuous Assessments
Primary
Secondary
National Curriculum sheet first term completed. Parent Consultation Day. Summative Assessments National Curriculum sheet completed for mid-‐year-‐Year7/8 Learning Profiles for first term completed. Parent Consultation Day.
January
Primary
Secondary
February
March
April
Students complete Learning Profiles ready for Second Term. Updation of APP by teachers. Subject Heads of Departments collate ICGSE predictions and share with Head of Assessments and SLT Team.
Foundation/ Primary/ Secondary
Sharing of the APP data with Parents (February Interim).
Primary / Secondary
Mock Examinations/Evaluations carefully shared with students. Learning Profiles completed for the ‘final push’ Parent Consultation Day for Primary and Secondary Students.
Primary / Secondary
Sharing of APP with Parents (May Interim)
Sixth Form May
Updation of APP by teachers.
Foundation Stage Primary
Secondary / Sixth Form June
Primary / Secondary
Evaluation of Mock Examination results. Completion of Learner profiles. Early Years Profiles completed/shared with children’s next form teacher. Summative Assessments / National Curriculum Level sheets completed / Year 6-‐7 Learning Profile commenced. Teachers and subject heads make careful evaluations of results. Board Examinations for Years 10, 11, 12 and 13. Summative Assessments for Years 7,8,9 and 10. Teachers and Head of Subjects make careful evaluation of results. Results of Summative Assessments collated, shared and agreed with the KHDA. Teachers carefully share information with students’ next form teacher. Parent Consultation Day for Parents All Learning Profiles completed with pupils’ own evaluation of their Academic Year duly recorded for Year 9/10. Head of Subjects collate IGCSE predictions and share with Head of Assessments and SLT Team.
August Secondary
Results of Board Examinations collated / shared with Corporate Office / evaluated internally by Heads of Subject and matched with earlier predictions. Each Head of Subject disseminate this information in terms of successes and further areas of development.
At The Westminster School, Nursery and Reception will complete records based on Desirable Outcomes. If some children complete the Desirable Outcomes record in Reception, then a National Curriculum record may be started. From Year 1 onwards, individual class record sheets in terms of the levels that each child reaches are completed twice a year -‐ at the end of the Winter break and at the end of the academic year. These are kept for the core subjects (including ICT). They are passed to the child’s next teacher before the end of the academic year so that the child’s new teacher has a baseline from which to commence their daily planning. Teachers may well keep their own informal notes to assist filling in school records and in sharing information with parents. Learning Profiles During the Academic Year 2009/10, the ‘Learning Profile’ was designed and devised for Sixth Form students. The main emphasis of this was to give the students more opportunities, with assistance from their class teachers, to start evaluating their own learning in terms of their successes and what the next steps may be to accelerate their learning. These profiles were then adapted to be used in Years 6/7 (joint), 8, 9, 10 and 11 from the start of the Academic Year 2010 / 11. As with the Sixth Form, the principles behind these profiles are to enable the students to set their targets for improvement, evaluate where they have succeeded and what they need to do next, monitor their attendance, and, at the end of the year, explore what they have done well and where they still need to improve. The Learning Profile gives scope for the students to explore notions of the GEMS Core Values, think about the Arab culture and the UAE and to work in teams in sharing these views. Further aims in using the profile will be to engage with Parents on the outcomes within the profile, give them scope to make a contribution and to extend its use with the students.
Moderation: Regular moderation takes place each term. Cross phase groups analyze children's work against National Curriculum level descriptors and Desirable Outcomes. During the summer term, teachers are involved in formal Teacher assessments, staff throughout the school participate in the moderation of work, to assist staff to make final judgements. Pupils with particular learning needs It is the individual teacher’s responsibility to monitor, gauge and evaluate the learning of students who may have particular learning needs. Those with particular talents or gifts are highlighted on the school’s Gifted and Talented register that is kept by the various heads of sections. At the end of each term, teachers evaluate the examination results of the students to gauge those in the class who may require additional support, or those that have excelled and who also may require an extra \ level of differentiation in the work that they undertake. Target Setting and Pupil Target Setting: Target = Prediction + Challenge Teaching is characterized by high expectations and striving for the highest possible standards. Target setting is a vehicle by which standards can be improved. It involves three important aspects– school targets, cohort targets and individual targets. School targets Data analysis outcomes are used as starting points to identify areas of strengths and weakness in the school. From the review, staff development issues, resource issues and intervention groups are identified and plans are made to bring about improvement. Cohort targets Teachers /Coordinators / Heads data analysis information is used to make predictions about how pupils / students should perform over time. Teachers track the class or cohort‘s progress in relation to these predictions. They make interventions at class and cohort level so that pupils can achieve what is expected of them. Pupil Targets APP pupil targets are set three times a year ( October, February and May) for all the subjects in primary and Secondary School. In Secondary School pupils performance evaluated, and targets set in terms of the students potential in terms of A*-‐A at IGCSE examinations. Tracking: Internal School Tracking documents (APP) are to be completed by all teachers and data will be updated three times a year, October, February and May. Standard tracking sheets agreed by individual departments and key stages.
Assessment Evidence: Each teacher at the school is required to constantly keep student evidence to inform assessment. Some of this evidence will include, but not limited to the following: •
Assessment files for each child
•
Teachers’ mark book
•
Sample assessments eg writing
•
Core subject records
•
Test results
•
Students books (including descriptive comments and guidance for improvement)
•
Evidence of targets as agreed in collaboration by students and teachers
•
Teacher’s notes of Observation
•
Record of interviews with parents
•
Class target sheets
•
Peer and self-‐assessment evidence.
Recording: Recording is consistent and effective when all teachers maintain accurate and useful records pertaining to a child’s learning and behavior. Teachers should: •
Keep detailed records and regularly review pupils’ baseline data, their effort, attainment, strengths and areas of development, as well as their completion of class work and homework, lesion attendance and lesson punctuality. They should make records readily available to interested parties.
•
Use their subject knowledge and records and take into account all relevant criteria when making summative assessments about pupil attainment.
•
Use these records and their schemes of work to plan the learning opportunities for pupils and in line with the school’s guidelines, prepares reports on pupil’s progress.
Marking Guidelines: At the school our focuses are: •
To enable students to develop a better understanding of their own strengths and weaknesses across the curriculum.
•
To enable students to see when they have met with success and how to build on their achievements.
•
To enable students to set personal targets to improve their work.
•
To use marking as an instructive tool.
•
To use a consistent marking policy based on Key Stage levels.
Reporting to students Feedback on students’ learning is most effective when: •
Feedback involves both learners and teachers giving and receiving feedback about the teaching and learning process,
•
Students are clear about what is expected of them and what they can expect from the teacher. Students should expect feedback they receive to explain what they have done well, and where and how they can improve. This feedback should be done as soon as the work is completed. In some cases teachers will use pre-‐made stamps or stickers to reflect teacher comments.
•
Learning objective and learning outcomes are used as a benchmark for the teacher’s oral and written feedback. They should be shared and made clear to the students in advance of attempting the task.
•
Students receive regular and detailed feedback on their learning which is constructive, informative and focused so that they understand how they are progressing and what steps they need to take to improve. Oral feedback will be the most frequent and interactive form of feedback in their lessons.
•
Feedback also includes comments from peers and from self-‐assessment as well as from teachers. Students need to be shown how to assess and evaluate their own and their peer’s work.
Reporting to Parents: Parents are invited to attend Parent Consultation Days, each term as stipulated in the school calendar, during which staff discuss progress and targets for their child. In the summer term, parents receive a report on their child’s progress for the academic year. Parents receive their child’s National Curriculum assessments, giving both Teacher Assessments and how well the students have performed in terms of Ministerial expectations (Arabic, for example). Parents are given the opportunity to discuss the contents of the report in the summer term Open House. Reporting for Transition Whether a student is transferring to another class, key stage or school, transition reports will be made available to ensure smooth transfer to the new learning environment. ROLES AND RESPONSIBILITIES The Assessment Policy, its planning, its implementation within and across departments, recording and effective use of all assessments in the Primary and Secondary school is monitored and evaluated by Head of Assessment (Examinations Manager), assisted by the Curriculum Coordinator.
Principal and Heads of Sections It is the responsibility of the various Heads of Section (Foundation Stage, Years 1 and 2, 3 and 5, 5 and 6, 7 and 8 boys and girls) to ensure that all procedures are adhered and closely followed. They in consultation with Professional Development Coordinator check that all new teachers closely follow the school’s procedures. Curriculum Coordinator It is the responsibility of Curriculum Coordinator, to review, monitor and evaluate all departmental issues of the Assessment Policy within the context of primary and secondary school development planning and self evaluation. Heads of Subjects: It is the responsibility of Heads of Subject to apply and embed the principles of the School Assessment Policy within their own departmental practice. They should formulate and maintain a departmental policy on Assessment – which may be the whole School policy. Good practice in terms of departments can be clearly identified through: consistent departmental planning assessment tasks fully integrated with Schemes of Work shared learning outcomes standardized marking constructive feedback assessment data used to inform teaching and learning assessment data regularly and consistently recorded assessment data used for regular reporting regular self assessment by pupils and staff. Liaison with Head of Year/Subject teacher re individual pupil performance as required Liaison with External and Internal School Examination officers re-‐entries for all examinations effective organization resetting/marking internal examinations, monitoring and evaluation of all departmental assessment practice and outcomes.
Subject Teachers It is the responsibility of Subject Teachers to: •
implement departmental/whole School policies on Assessment, evaluating their implementation
•
mark in accordance with departmental policy in a positive, accurate, meaningful and diagnostic style.
•
compile and maintain individual pupil records
•
report to pupils, parents and staff on individual and group progress(October/January/June)
•
liaise with Head of Department / Year Teacher re individual pupil support as required
Year Teachers It is the responsibility of Year Teachers to: •
liaise with Heads of Subjects/Senior staff/Subject teachers concerning individual pupil progress
•
report to parents as required re individual pupil progress
•
produce Overview statements for Reports in January and June
•
conduct with Senior staff formal overview of pupil performance twice yearly after internal examinations
Examinations Manager It is the responsibility of the External Examinations Manager to liaise with appropriate staff / pupils / parents / examination boards regarding all aspects of external assessments. This role has particular responsibility for AS/ A level Examinations. Deputy Examinations Manager It is the responsibility of the Assistant to assist the Examinations Manager in the normal procedures of the examinations. Internal Exams coordinators at Section levels– has the responsibility for the organization and invigilation of internal school Examinations. Home School Links-‐Parental Engagement Teachers should communicate their marking policy and procedures with their parents. Where parent helpers work, to extend student’s learning e.g. on projects, teachers will ensure that helpers are made aware of the expectations from a piece of work. Teachers will need to liaise with parent helpers during and after tasks so that they are aware of how individuals have performed. •
Parent helpers should not be expected to write comments on student’s work.
•
Teachers will keep in contact with parents through recording in the student’s diaries or by parent / teacher consultations.
Monitoring and Review Monitoring of the standards of the students work is the responsibility of the teacher and management team. Advice, support and suggestions will be available from the SLT, Curriculum and Year Heads for all members of staff to support their work with the student Monitoring of the marking of pupil’s work takes place by sample throughout the year.
Policy Review This policy will be reviewed after 12 months POLICY APPROVAL This policy has been updated in June 2013 and will be reviewed within 12 months. …………………………………………………….. (Signed) …………………………………………………….. (Position) …………………………………………………….. (Date) Secondary School: Predicted Grades Subject English Maths Biology Chemistry Physics Urdu French Arabic First Arabic Foreign C / Studies ICT Economics Accounting Env. Man
Year __________ Academic Year _________________ A*
A
B
C
D
E
F
G
U
Overall – A* -‐ C
MARKING Assessment Calendar 2013 – 2014 – Primary and Secondary W/B 12/9
APP for all students to be completed by the end of the term. Prioritize new chn first.
19/9 26/9 3/10
Assessment Week (Secondary)
Data Collection 1 10/10
24/10
All subjects APP data to be inputted into GLG TT. Reports to Head of School/Sections/Subjects/Assessment Release of APP data to parents (21st October 2013) Assessment Week (Secondary) Sharing of APP data with parents and students Parent Consultation Day-‐Wednesday 24th October.
31/10 7/11 14/11 21/11 28/11
Assessment Week (Secondary)
5/12
First term Summative Assessment commences
12/12
First term Summative Assessment ends. Recording of data onto GLG Reports generated, shared with Head of School/Sections/Subjects/Assessment
19/12
Parent Consultation Day – 19th December, 2013 END OF FIRST TERM
9/1 16/1 23/1 30/1
Assessment Week (Secondary)
6/2 13/2
Data Collection 2 18/2
All subjects APP data to be inputted into GLG TT. Reports to Head of School/Sections/Subjects/Assessment.
27/2
Release of APP data to parents
6/3 13/3 20/3
Parent Consultation Day – 20th March, 2013
27/3
Assessment Week (Secondary)
Assessment Calendar 2013-2014 – Primary and Secondary 3/4 24/4 Data Collection 3 1/5
All subjects APP data to be inputted into GLG TT. Reports to Head of School/Sections/Subjects/Assessment Release of APP data to parents – 1st May 2013
8/5 15/5 22/5 29/5
Assessment Week (Secondary)
2/6
Second Term Assessments commences.
9/6 16/6
Reports to Head of School/Sections/Subjects/Assessment
26/6
Wednesday 26th June Parent Consultation Day.
The APP is to be used, as they are in-‐line with the statements on GLG TT. These will be used both formatively as well as summative to assess writing 3 times throughout the year. All NEW children starting in September will have their written work levelled by the end of the 4th week (4th October) and inputted onto GLG TT. The work can be in their books or on a piece of paper. The NC level will come from a selection of pieces of work, this input of data will happen three times during the year. Late arrivals (October onwards) – ALL NEW children to be assessed within 3 weeks of when they arrive, it’s up to the class teacher to ensure that this is completed and data to be inputted onto TT. Reports to parents should comment on the most recent piece of work that has been assessed, compared with previous work. APP Assessment inputted 3 times per year and released three times a year during the month of October, February and May.
1. Class Teacher’s National Curriculum Level Sheet: National Curriculum Levels (TA) Name of Student Pupil One
English CL
T
T1
Maths T2
CL
T
T1
General Ability ( )
Science T2
CL
T
T1
ICT T2
CL
T
T1
Green Amber Red T2
Pupil Two Pupil Three Pupil Four
Tips – Use NC Level Descriptors to make a judgement/Use pupils’ work to guide / Seek help if unsure / 1st box-‐CL-‐Current level/T-‐Expected target level at the end of the year / T1-‐level at the end of term one-‐ditto for T2/Green-‐HA Student, Amber-‐MA, Red-‐LA
CLASS COVER AND LEAVE DETAILS •
Teacher availing leave must inform their respective Head of Section who will inform Cover in-‐ charge before 7:30 a.m. who will in turn allot the necessary cover for the teacher / teachers. If the Head of Section fails to do so, they will have to make their own arrangements for cover for that day. To facilitate this, all Head of Sections must give their mobile numbers to their respective teachers.
•
Teachers who are assigned various duties for internal school functions need to be given cover, if required. To make this possible the Events Manager / Head of Section must give the list of names one week in advance to cover in-‐charge as all school functions are listed in the school planner.
•
Many teachers are given permanent duties for all school functions. Head of Sections must make a list of such teachers and send the names to cover in-‐charge at the beginning of the academic year to facilitate cover arrangements.
•
If five or more teachers are absent on the same day, the Cover in-‐charge may give teachers present in the school more than one cover regardless of the number of teaching periods for that day or week.
•
Those teachers who have medical appointments specifically for visa renewal will do so only after the school hours. No provision for cover will be made for this purpose.
•
Six days of Casual Leave may be availed of, for the whole year provided these do not exceed more than two days per month and are not combined with the weekend •
Medical Leave – 15 days with full pay •
•
30 days with half pay
Medical leave may be granted on the submission of a medical certificate endorsed by the Ministry of Health. If leave exceeds the number of days permitted, then a salary reduction will be made accordingly.
•
From KG to Year 4, the cover duty will be made directly by the Head of Section. This will include teachers of Arabic, Music, Arts, Computer Studies and Islamic Education.
•
In case of extended leave, the Head of Section must inform Cover in-‐Charge if there should be any replacement or substitute teacher.
•
In the case of teachers attending CPD (Continuing Professional Development), the PD Coordinator must give a list of names with teacher’s subjects to Cover-‐in-‐Charge who will in turn allot teachers of that subject to take over their classes with the purpose of teaching the topic / subject.
•
Teachers are reminded that all cover given must be accepted willingly so that the students are in no way jeopardized by any teacher/s’ absence. The respective Head of Section should inform Cover-‐in-‐charge about any newly appointed teacher or teacher who has resigned.
MARKING NOTEBOOKS AUDIT AREA
(1) OUTSTA NDING
(2) GOOD
(3) ADEQUATE
(4) UNSATIS FACTORY
1.
Marking frequency
Very regular. Marked within a week of student completing the assignment.
Regular. Usually marked within a week of student completing the assignment.
Not very regular. Marked within a week to a fortnight of the student completing the assignment.
Irregular. Marking shows over a fortnight’s gap from the date of completion of the assignment.
2.
All work acknowledged with Signature & Date.
Evidence that all work is acknowledged, signed and dated.
Evidence that almost all work is acknowledged, sometimes without signature or date.
Evidence that most work is acknowledged with signature and date.
Most work is unmarked.
3.
Learning Objectives/ Outcomes and date written. Student presentation.
High quality of presentation with all work. Shows objective/ outcome/date clearly written.
Good quality of presentation with almost all work. Shows objective/outcome/date. Marking clearly identifies the missing element if any.
Inconsistent quality of presentation. Objective /Outcome/date generally recorded. Some evidence that the teacher expects it to be written.
Quality of presentation is mostly poor. Objective /Outcome/date often missed and no teacher follow up.
4.
Reliance on worksheets/ Evidence of independent work
Evidence of worksheets used often, to provide differentiated work. Plenty of evidence of independent work too.
Occasional evidence of worksheets, used to provide differentiated work. Other times used for the whole class. Evidence of independent work seen too.
Occasional evidence of worksheets mainly used as whole class activities. Occasional evidence of independent work seen.
Worksheets used as the main source of work. Hardly any independent work seen.
5.
Sufficient work set CW/HW –( dependent on year group and subject )
Evidence of frequent written input by students in notebooks. (Regular homework recorded in books).
Evidence of regular written input by students in notebooks. (Some homework recorded in books).
Evidence of written input by students in notebooks. (Occasional homework recorded in books).
Little evidence of written input by students in notebooks (little homework recorded in books).
6.
COMMENTS (Positive comments / areas to improve in -‐ written on all pieces of work, target/s set)
Range of comments identifying student’s strengths/areas of improvement on each piece of work. Targets identified with T. and set on all pieces of work.
Range of comments identifying student’s strengths/areas of improvement on almost all piece of work. Targets identified with T. and set on almost all pieces of work.
Limited range of non-‐ specific comments such as – good, well done or comments relating to presentation and the occasional detailed comment. Targets evident on most pieces of work
If present comments are rarely positive or are short non-‐specific ones such as good. Little or no evidence of targets seen.
7.
Targets set with guidance for the students to be able to achieve targets
Personalised targets relating to the next steps required for progress are set with evidence of guidance always given.
Personalised targets relating to the next steps required for progress are set with evidence of guidance given for most work.
Personalised targets relating to the next steps required for progress are set with occasional evidence of guidance.
Little or no evidence of targets or if targets are set there is no guidance.
8.
Targets followed up
Recognition of when targets are met and new targets are set or if targets are not met, further support is provided.
Recognition of when targets are met and new targets are sometimes set.
Recognition of achievement of targets occasionally noted.
Little or no evidence of follow up of targets seen.
To award outstanding, clear evidence must be provided (preferably photocopied samples)
Department / Teacher: ………………………………………..… Subject: ……………..…………………….. Class: ………..………..
Number of books: ……..…….. Signature of Teacher: ……………………………
Remark:………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
Target: (Max 2)
…………………………………………………………………………………………………………………………………………………………… ……………………………………………………..……………………...……………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………
Head of Subject / Head of Section / …………………….…………………………….. Signed ………………….…………
Date………………………… Head of Secondary …………………………………
energy for internal school renewal comes from the “The discrepancy that members of the school community feel between where they are and where they would like their school to be”
Introduction
but also arrive at the school extremely willing but in some cases lack the knowledge and understanding of how best to plan and The following pages outline the school’s teach elements of the National Curriculum. The following approach to Professional Development at The diagram could usefully describe the journey of a Teacher at the Westminster School. It is the school’s aim as Westminster School. well as GEMS to provide teachers with high quality professional development and lifelong We aim to get teachers to the “Second Nature” level as soon as learning to keep them up-‐to-‐date with current possible. knowledge and awareness on teaching pedagogy to help shape their daily practice. No-‐ How? one would argue that one of the key elements in developing a school lies in the way it develops Professional Development at The Westminster School teachers to enable them to keep abreast of commences as soon as a teacher enters the school. educational developments in their area of interest and expertise. A teaching staff that seem themselves as learners offers great potential to develop the students themselves as effective learners. It can be argued that it is the teacher’s responsibility to develop their own action plan for their professional development. However, in doing so the school also has a responsibility to ensure that any professional development is of the highest quality and reflects both the teacher’s professional needs and those of the school. One of the challenges The Westminster School faces is the training of Teachers who not only total over 300 but also arrive at the school extremely willing but in some cases lack the knowledge and understanding of how best to plan and teach elements of the National Curriculum. The following diagram could usefully describe the journey of a Teacher at the Westminster School.
Help!
Second Nature
Have A Go
Relative Mastery
Hit and Miss
Sound
All teachers regardless of their experience are introduced at the start of the new Academic Year to the day-‐to-‐day routines of the school and their department/phase of the school. They are also introduced to the GEMS Professional Development program and encouraged to take an active part in this. They are provided with the required textbooks/stationary/Staff Handbook/teacher’s planner and how the subject they are to teach is planned and assessed. Each teacher is given their own Planning Folder which the Head of Year/Phase will guide them through in terms of its use and how they are expected to keep it up-‐to-‐update. They are assigned a ‘buddy’ or coach for the year. The purpose of this is to provide support for the teacher whether this be pastorally or professionally. Within the first month at school, the teacher will be observed teaching using the observation form (appendix one) and feedback given. All teachers are expected to engage in Professional Development activities on a once-‐a-‐week basis but new teachers will also have their own program running alongside this to complement provision. Each member of staff has their own Professional Development file that again, they are expected to keep relevant and up-‐to-‐date. Where appropriate, teachers will observe colleagues teach. This will primarily be at The Westminster School but may occasionally include visits to other schools within the GEMS network.
The most distinctive of these very good teachers is that their practice is the result of careful reflection. They themselves learn lessons each time they teach, evaluating what they do and using these selfcritical evaluations to adjust Each week GEMS provide the school with a regular timetable of INSET and what they do next time. (Why colleges succeed, Ofsted 2004)
other professional development opportunities, after getting prior approval from their respective Phase Leader/Phase Manager. These include those for Arabic and Islamic. All Teachers are encouraged to attend these. However, they are also expected to disseminate to colleagues the learning outcomes of these sessions if they attend. In short, professional development work may be through any of the following: •
Subject/Section Department
•
The Westminster School Staff Conference held twice a year to check.
•
The GEMS network of schools – including leadership and MA programs organized by Corporate Office.
•
Cambridge Examination Board – updates on subjects
•
KHDA
•
Other schools in Dubai.(However, if interested, this has to be channeled through Corporate Office)
For the Academic Year 2013/2014, each section/department has its own program of activities that focus teachers’ professional development around the main areas of the school’s development. These are : •
Teaching and learning
•
Use of ICT to stimulate learning
•
Promoting pupils’ understanding of Islamic education in their day-‐to-‐ day lives
•
Use of assessment information in planning learning/evaluating pupils’ progress against National Curriculum benchmarks/marking
•
Inclusion-‐particularly the devising and using IEPs to guide learning of those with SEN/G & T.
•
Parental engagement
•
Priorities identified by particular sections/departments.
Floor  Mapping
School Name: THE WESTMINSTER SCHOOL - DUBAI
SCHOOL IMPROVEMENT PLAN
School Development Plan
Plan - 6 item(s)
.
Priority 1:Teaching and Learning .
1.1 Improve students' attainment and progress in Arabic and Islamic studies
Objective
Impact Indicators
Improve students' attaintment and progress in Arabic and Islamic studies
Activities
Success Indicators
Provide support for teachers in planning their lessons to ensure variety of teaching, learning and assessment opportunities take place
PD provided to increase the variety of teaching, learning and assessment strategies used in the classroom
Further enhance the relationships with parents through Parent conferences.
Parents are engaged in improving students attainment and progress in Arabic and Islamic Studies.
All Arabic and Islamic staff can identify the key features of a good and outstanding lesson
75 % of the students show improvement in attainment and progress in Arabic and Islamic studies. 75% of students are working in line or above the expectations for Arabic and Islamic
End date - 26/06/2014
01/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 26/06/2014 - 1 user(s) Started
Effective differentiation is seen clearly on all day to day lesson planning. The lesson plan reflects the progression of the lesson and has clearly identified assessment opportunities. teachers are able to produce good quality lesson plans independently Teachers have a better understanding of lesson planning, teaching, learning and assessment Lesson plans are of a good or better standard
08/09/2013 - 26/06/2014 - 1 user(s) Started
Arabic and Islamic teachers are clear about what needs to be in a leson to make it good or outstanding and are able to implement this in their daily practice 17/09/2013 - 26/06/2014 - 0 user(s) Not Started .
1.2 Improve consistency in teaching and learning in FS and primary phase. End date - 05/06/2014
Objective
Impact Indicators
Improve consistency and quality of teaching and learning in FS and Primary
Activities
Success Indicators
Use of the specialist input of GEMS advisor to monitor, develop and evaluate provision in FS..
08/09/2013 - 26/06/2014 - 1 user(s) Started
55% of teaching and learning observation judgements are good or above across the FS and Primary phase
FS leader and staff are given pointers for improvement particularly in terms of independent learning,free flow of the activities and speaking and listening activities.
PD provided to raise the awareness of NCfE and to increase the variety of teaching and learning strategies used in the classroom
A better understanding and imparting of NCfE seen through observations of lessons of planning, teaching, learning and assessment.
08/09/2013 - 19/06/2014 - 1 user(s) Started
Support teachers in sharpening the planning format and content for individual lessons of focus teachers. 08/09/2013 - 19/06/2014 - 1 user(s) Started
The aspects of differentiation and assessment seen more clearly in day to day lessons. The lesson plan reflects the progression of the lesson and has clearly identified assessment opportunities
Use of the specialist input of GEMS advisor to monitor, develop and evaluate provision in KS1
Develpmental feed back resulting in lessons delivered in classes improving in standard with the majority being good or better.
Introduce and establish new lesson plan FS formats which incorporate the seven areas of learning and are used collaboratively by the team.
New FS planning format in use and supporting the effective delivery of the seven areas of learning .
Objective
Impact Indicators
Teachers knowledge of the NCfE is further enhanced and assessment startgies are identified
Activities
Success Indicators
Curriculum conference for all the teachers across the school in Sep 2013.
All new teachers undergo an effective induction programme when starting at the school
PD the further development of the identification and moderation of NCfE levels is provided twice a year.
Teachers have improved their knowledge of identification and moderation of NCfE levels
APP tracker is used consistently and accurately across the school
Teachers can understand, interpretate and apply curriculum levels and use this to inform the raising of standards and thereby improve
08/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 2 user(s) Started .
1.3 To further enhance knowledge of NCfE attainment levels and its assessment arrangements within the primary school End date - 19/06/2014
02/09/2013 - 03/09/2013 - 1 user(s) Completed
03/09/2013 - 26/06/2014 - 1 user(s) Started
Enhanced teaching of NCfE leads to a raising of standards and thereby improves the attainment and progress of all the students so 60% is judged to be good or above.
All staff attend the curriculum conference Staff understand the importance of ensuring the vertical as well as horizontal development of the curriculum within the school
New teachers are given a year group specific overview of the interpretation and application of curriculum content and levels All new staff recieve an induction programme irrespective of starting date
08/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
the progress of all students Staff can demonstrate consistency in interpreting and applying curriculum levels. Students and parents understand and use infromation in APP reports
Assessment trackers linked to NCfE objectives are in student note books and are updated regularly.
Students are able to track their own learning and identify progress.
1.4 Ensure that the day to day provision for SEN students is of a good standard.
Objective
Impact Indicators
Continue to raise the standard of SEN students attainment and progress across the school.
End date - 19/06/2014
Activities
Success Indicators
Teachers are supported with ideas and strategies to modify and differentiate the curriculum
SEN students are presented with tasks and activites which are at an appropriate level for their understanding
Parents are encouraged to be involved in supporting their child's learning
Parents understand how to support their child in a bid to improve attainment and progress
To develop a systematic approach to tracking progress of SEN pupils within the school.
To use the tracking data to analyse the attainment and progress of all SEN students .
To raise the standards of attainment and improve the progress of all SEN students.
08/09/2013 - 19/06/2014 - 1 user(s) Started .
All SEN students make at least one sub level of progress; 60% of SEN students make progress in line with national expectations
08/09/2013 - 20/06/2014 - 1 user(s) Started
08/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
To provide support classes for low achievers. 06/10/2013 - 26/06/2014 - 8 user(s) Started .
1.5 Quality of students' learning skills End date - 19/06/2014
Objective
Impact Indicators
Students understand their targets and how to work towards meeting them and take responsibility for their own learning.
Activities
Success Indicators
Further encourage independent learning in the FS through independent choice of activities.
FS students are encouraged to make independent choices with regards to activities
Students are encouraged to make greater use of BYOD from Year 5 up wards to enhance their learning
Students are able to use a variety of digital learning devices to support their learning.
In 90% of the lessons, students enjoy their learning and are aware of their strengths and weakness and take steps to improve.
05/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 2 user(s) Started
PBL is an intregal part of learning in the core subjects and is carried out in learning bays as well as in the library.
PBL is used to enhance learning within core subjects in the secondary school
Theme based learning is further developed within the primary phase.
Evidence of high quality theme based learning having taken place
Learner profiles established for all the students across the school.
Learner profiles used by the students to track targets and to identify progress
Extend and enhance writer's club for gifted writers held fortnightly to ensure that it is providing challenge and extension
Writer club enables high ability studnets to explore ways of communicating their learning, sharing achievements and collaborating effectively in a wide range of learning situations.
08/09/2013 - 26/06/2014 - 2 user(s) Started
08/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 7 user(s) Started
06/10/2013 - 26/06/2014 - 1 user(s) Started .
School Development Plan
Plan - 6 item(s)
.
Priority 2: Assessment .
2.1 Use of assessment data to improve students' learning End date - 19/06/2014
Objective
Impact Indicators
To use assessment data to identify the strengths, areas for improvement and next steps in learning process.
Activities
Success Indicators
Subject heads evaluate carefully the targets set for pupils in terms of outcomes in Board Examinations and measure these carefully against the targets set in relation to predictions made earlier in the Academic Year.
It helps to develop secondary teachers' confidence in making accurate and secure predictions in terms of students' attainment in the board classes.
Re-vamp the whole process of teachers’ assessing against the National Curriculum levels through using APP
APP used effectively to track the progress of the students across the school.
Improve the quality of the written feedback so that it refers to progress against the learning objective and identify the next steps.
Book scrutiny evidence improvement in the quality of the written feedback.
Re-vamp the Learner Profile to ensure that it is simpler but keeps the essence of allowing the pupils to take ownership of the process / document and ensures that their own personal target setting becomes clearer in their writing
Students use the learner profile to identify progress and targets.
Ensure that the school is fully involved in the GEMS initiatives to use an agreed common monitoring progress system /
Data generated to be used to review progress, attainment and value added.
Effective assessment practices are used for monitoring the progress of all the students across the school in 90% of the lessons.
08/09/2013 - 27/02/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
measured value added system from 2013. (Target Tracker / INCAS/CATS/ALIS for example). 01/10/2013 - 03/12/2013 - 1 user(s) Completed .
2.2 Ensure that the marking of pupil's work is effective in terms of giving pointers for improvement. End date - 26/06/2014
Objective
Impact Indicators
To provide quality written feedback which identifies strengths, areas for improvement and next steps in learning.
Activities
Success Indicators
Student tracking sheets in all subjects are updated by students based on teacher written feedback and identification of next steps for learning
Book scrutiny demonstrates that students set personal targets to improve their learning.
Students across the school introduced to using selfmarking and peer marking.
Students are given opportunities to assess their own learning.
Regular and detailed feedback on students'learning is provided which is constructive, informative and focused.
Feedback enables students to understand their strengths, areas for improvement and next steps in learning in the majority of lessons across the school.
To share the modified assessment procedures with all stakeholders.
All stakeholders are aware of assessment procedures within the school
Enable teachers to write detailed feedback on students'learning which is constructive, informative and focused.
Book scrutinies evidence that written feedback identifies strengths, areas for improvement and next steps in learning in 75% of lessons across the school.
08/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 26/06/2014 - 1 user(s) Started
PD sessions provided to raise awareness of how to provide quality written feedback.
08/09/2013 - 26/06/2014 - 1 user(s) Started .
School Development Plan
Plan - 6 item(s)
.
Priority 3:Curriculum .
3.1 Curriculum modification for less able students and challenges increased for the more able students.
Objective
Impact Indicators
To ensure that the curriculum meets the needs of all the learners.
Activities
Success Indicators
Inclusion policy updated and shared with new staff so that they are aware of the school provision.
Teachers have improved their knowledge of meeting the needs of all students through the use of differentiation.
Ensure that the teachers' day to day planning reflects the inclusion of all students and particular talents through the use of quality differentiation.
Monitoring of planning shows good levels of differentiation in place. Observations confirm use in the classroom
Raise the awareness of curriculum modification and implementing actions identified needed for Emirati students.
Emirati students' needs are met through differentiation
Ensure that 90% of students with higher ability in Maths are encouraged to undertake the IGCSE examination in Year 10
High achieving maths students are able to learn at their own speeds, and so achieve academically and personally including taking IGCSE a year early
ILP are written to include meeting the needs of the student in the classroom and are monitored regarding success.
All students on ILPs make at least expected progress
Parents understand how to support their child in a bid to improve their attainment and
End date - 19/06/2014
To ensure the full engagement and challenge for students of all abilities, particularly students with special educational needs and low attainers in 75% or more of the lessons. To ensure that 70% of SEN students make expected progress and that 80% of more able students make more than expected progress
01/09/2013 - 26/09/2013 - 1 user(s) Completed
08/09/2013 - 19/06/2014 - 3 user(s) Started
08/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 19/12/2013 - 1 user(s) Overdue
Parents increasingly aware of the school's work in
terms of Special Education Needs and G/T through Parent conference.
progress.
08/09/2013 - 19/06/2014 - 1 user(s) Started
Class teachers to update the list of Special Education Needs students on a termly basis in coordination with SEN department.
To ensure the full engagement of students of all abilities, particularly students with special educational needs.
12/09/2013 - 19/12/2013 - 2 user(s) Overdue .
3.2 Ensure that there is consistency in interpreting and applying curriculum levels in the primary phase
Objective
Impact Indicators
Consistency in interpreting and applying curriculum levels in the primary phase.
Activities
Success Indicators
Monitoring of daily and midterm planning to ensure that teachers' awareness of the different strands/elements of National Curriculum is enhanced.
Curriculum quality in the Primary Department is raised to an overall judgment of 'good'. All staff understand the need for moderation of levelling and have gained a common understanding of levels used throughout the school
End date - 19/06/2014
Planning demonstrates teachers knowledge of the different strands of the NCfE
01/09/2013 - 19/12/2013 - 1 user(s) Overdue
APP tracker is used consistently and accurately across the school.
Professional development provided for new teachers so that they have a clear understanding of the National Curriculum and how to use its content in planning students' learning.
01/09/2013 - 19/06/2014 - 1 user(s) Started
Teachers can understand, interpret and apply curriculum levels and use this to inform the raising of standards and thereby improve the progress of all students. Teachers can demonstrate consistency in interpreting and applying curriculum levels. Students and parents understand and use information in APP reports. Teachers can demonstrate consistency in interpreting and applying curriculum levels. Teachers can understand, interpret and apply curriculum levels and use this to inform the raising of standards and thereby improve the progress of all students
01/09/2013 - 26/06/2014 - 2 user(s) Started .
3.3 Regular enrichment activities both within the school and beyond the formal school day broaden students'
Objective
Impact Indicators
To further broaden and enhance students' learning.
Activities
Success Indicators
Provide opportunities to create awareness amongst students for e.g. anti-
75% of students extend their learning and interests through enrichment opportunities.
Students are aware of how to look after themselves, care for others and how to improve the school and community
learning and experiences. End date - 24/04/2014
smoking campaign, antibullying campaign, breast cancer awareness programme, cleanup campaign.
environment.
19/09/2013 - 26/06/2014 - 1 user(s) Started
To facilitate a range of work experiences for Year 11 students e.g. Banker, engineer, graphic designer
Senior students are very well prepared for the world of work and The next stages of their education.
To further enhance the range of after school activities offered through the school for different phases e.g. abacus, swimming, horse riding, cricket, and hockey.
To ensure that the school is represented in GEMS activities, Interschool activities and interclass activities.eg Shutter 13, Global Entrepreneurship week, debates, essay writing, break busters.
Regular field trips linked to clear learning objectives provided for all students
Field trips support the learning process
Upper primary and upper secondary students are engaged in meaningful and regular community services e.g. visit to old age home, Al noor centre.
Students show care and consideration for others and develop the skill of active citizenship.
To continue to promote SEWA day activities and associated learning
Encourages students to think about their local community and impact they have on others.
22/09/2013 - 26/06/2014 - 1 user(s) Started
After school activities help students to develop social, emotional and physical skills as well as to pursue new or existing interests.
01/10/2013 - 26/06/2014 - 1 user(s) Started
Students develop creativity and become more enterprising. The school is able to celebrate participation and success in a wide variety of events
01/10/2013 - 19/06/2014 - 1 user(s) Started
01/10/2013 - 26/06/2014 - 1 user(s) Started
01/10/2013 - 26/06/2014 - 1 user(s) Started
01/10/2013 - 29/05/2014 - 1 user(s) Started .
3.4 Improve the planning and delivery of the curriculum in FS.
Objective
Impact Indicators
The FS curriculum provides learning opportunities for all students and is matched to Development Matters
Activities
Success Indicators
Outside learning area for FS is further improved to provide a greater range of opportunities.
All young children learn with enjoyment and challenge. All students make identifiable progress against Development Matters statements
End date - 19/06/2014
OLA enhances students freedom to explore, use their senses and be physically active.
05/09/2013 - 19/06/2014 - 1 user(s) Started
To implement a strategy to further develop the use of discovery room to promote learning through role play .

To enhance students' learning experience to develop confidence, language, awareness and life skills.
To encourage staff to enroll in the EYFS- cache programme to further develop teaching skills

To enhance and further strengthen staff's knowledge of the EYFS curriculum.
Increase the opportunities for independent learning including free flow activities within FS

Students are independent learners who are more engaged in a variety of open ended activities.
05/09/2013 - 19/06/2014 - 1 user(s) Started
05/09/2013 - 19/06/2014 - 1 user(s) Started
05/09/2013 - 19/06/2014 - 1 user(s) Started .
School Development Plan
Plan - 6 item(s)
.
Priority 4: Personal and Social Development .
4.1 Personal responsibility End date - 19/06/2014
Objective
Impact Indicators
Students have a very strong sense of personal responsibility encompassing learning, punctuality, behaviour and attitude
Activities
Success Indicators
Review and reestablish the learning profile for all grades commencing in Year 1.
Students are able to talk about the purpose of their learning profile and are able to share examples with visitors to their class
Student punctuality is monitored daily, records are kept and parents involved if there are concerns.
Students attendance has increased to 98% with the vast majority of students arriving on time every day
Students who have 100% attendance for three consecutive years are recognised in the Awards Day.
100 % attendance for three consecutive years is celebrated and recognised
Students who have 100% attendance ever year is recognised by giving appreciation certificate at the end of the year.
100 % attendance for an academic year is celebrated and recognised
To establish a first day of absence protocol where an SMS is sent to parents of students who are absent.
Parents understand the need to notify the school if their child is going to be absent and, recognising the link between attendance and achievement.
Heads of school carry out monthly monitoring and promoting of attendance data for the school.
Ensure that criteria for
Levels of attendance are at least 98%. All students are able to explain and demonstrate ways in which they are responsible for their own learning and well being
01/09/2013 - 29/09/2013 - 1 user(s) Completed
08/09/2013 - 19/06/2014 - 1 user(s) Started
08/09/2013 - 31/10/2013 - 1 user(s) Completed
08/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 26/06/2014 - 1 user(s) Started
30/09/2013 - 26/06/2014 - 1 user(s) Started
Students are aware of the need for good attendance, recognising the link between their attendance and achievement. Parents are made aware via the newsletter of classes with good attendance Students and parents understand the
sixth form entry is shared with parents and students with clear and rigorous entry requirements
criteria for entry to the sixth form and work towards meeting the requirements
27/03/2014 - 11/09/2014 - 2 user(s) Future Activity .
4.2 Understanding of Islamic values and local, cultural and global awareness. End date - 22/05/2014
Objective
Impact Indicators
Students appreciate the relevance and impact of Islamic values on everyday life in Dubai and reflect upon key messages in relation to their own lives where appropriate.
Activities
Success Indicators
Further incorporate awareness of UAE, Arabic and Islamic culture through assemblies and visit to places of significant cultural heritage.
Local traditions and cultural heritage are well known and understood by students who recognise their importance, relevance and value to people in the UAE.
Further incorporate the Islamic culture through Islamic conferences.
Students diligently put into practice what they have learnt of Islamic values.
Students are encouraged to participate in Interclass/house/school Quran competition.
The standard of Quran recitation is raised The school is able to celebrate success in Quran competitions
Objective
Impact Indicators
Students understand their responsibilities as members of the school, UAE and world communities
Activities
Success Indicators
To continue to promote SEWA activities and associated learning.
Encourage students to think about their local community and impact they have on others.
To encourage active participation of more students across the school in WEG and EEG.
Students seek ways to care for and to improve the school and the wider environment.
Students are actively involved in supporting a range of programmes throughout the community
All students diligently put into practice what they learn from their awareness of Islamic values.
08/09/2013 - 26/06/2014 - 1 user(s) Started
21/09/2013 - 24/04/2014 - 1 user(s) Started
21/09/2013 - 26/06/2014 - 1 user(s) Started .
4.3 Community and environmental responsibility End date - not set
15/09/2013 - 22/05/2014 - 1 user(s) Started
All students are responsible and contribute actively to the life of the school and the wider community,
22/09/2013 - 24/04/2014 - 1 user(s) Started
Further develop the community service programme for Sixth form students.
22/09/2013 - 22/05/2014 - 2 user(s) Started
Students take part in schemes to support conservation beyond school and understand
Solar powered project introduced into the upper part of the school.
that economic decisions affect the sustainability of the environment.
School Development Plan
Plan - 6 item(s)
.
Priority 5: Health and Safety .
5.1 To ensure the safety and welfare of students, parents and staff whilst on school premises and associated events End date - 19/06/2014
Objective
Impact Indicators
Staff fully understand and carry out their roles and responsibilities in ensuring health and safety.
Activities
Success Indicators
All staff are reminded termly of the school child protection procedures
Staff follow the established child protection procedures
ID cards issued to all students and used to monitor access
All visitors can be easily identified and a record is maintained as to who is on the premises and why
To explore options available to provide supervision of students before and after school
Students are supervised appropriately at all times
A first aid training programmes is offered to students.
Identified students have knowledge of basic first aid.
Reported accidents decreased by 90 % Cleanliness of the school scores good or above in monthly monitoring checks Oasis monitoring evidences improvements in health and safety throughout the school
01/09/2013 - 19/06/2014 - 1 user(s) Started
ID cards introduced for all students. 08/09/2013 - 19/06/2014 - 1 user(s) Started
Visitors' badge implemented 08/09/2013 - 26/06/2014 - 1 user(s) Started
08/09/2013 - 26/06/2014 - 1 user(s) Started
03/11/2013 - 19/06/2014 - 1 user(s) Not Started .
School Development Plan
Plan - 6 item(s)
.
Priority 6: Leadership and management .
6.1 Further develop the role of middle leaders to ensure they are monitoring and working on raising standards.
Objective
Impact Indicators
Further develop the role of middle leaders to ensure they are trained to effectively monitor and support the raising of standards.
End date - 26/06/2014
Activities
Success Indicators
To further develop the role of middle leaders through internal PD, support and coaching
Middle leaders receive internal support and professional development to develop their leadership skills
Identified staff are requested to attend the GEMS Leadership programme to further develop their role as middle leaders.
Middle leaders receive external support and professional development to develop their leadership skills
All middle leaders understand their roles and responsibilities and are able to demonstrate significant improvement within their sections / subjects All middle leaders are able to monitor their teams effectively and consistently using the DSIB criteria
01/09/2013 - 26/06/2014 - 1 user(s) Started
01/09/2013 - 26/06/2014 - 1 user(s) Started
Middle leaders are supported in their monitoring of teaching and learning within the classroom
To provide middle leaders with a clear job description regarding roles and responsibilities as Phase Leaders and Phase Managers.
01/09/2013 - 26/06/2014 - 1 user(s) Started
Middle leaders are able to monitor teaching and learning effectively The quality of teaching and learning is raised to 60% good or above across the school All middle leaders are very clear on the role expectations
01/09/2013 - 26/06/2014 - 1 user(s) Started .
6.2 To establish the Senior Leadership Team as effective change managers
Objective
Impact Indicators
Senior Leadership Team to collaborate and co-operate to drive the school to raise standards and provide a quality educational experience for all
End date - 26/06/2014
Activities
Success Indicators
SLT members are involved as leaders, facilitators or team members in different
All Senior Leadership Team members are working at good or above on the GEMS leadership standards Standards are raised in all areas across the school
SLT members accept a shared responsibility for success or failure of projects within the school
stages of planning and decision making within the school
Changes are effectively communicated by SLT to stakeholders as appropriate
01/09/2013 - 26/06/2014 - 1 user(s) Started
SLT members are prepared to think of different options to support a solutions driven culture SLT members are motivated and prepared to take risks SLT members are supporting, leading and facilitating innovations across the school
01/09/2013 - 26/06/2014 - 1 user(s) Started
Active involvement of SLT in the change management and hence shared responsibility for success or failure Through improved communication further develop relationships with colleagues Two way communication is welcomed by members of the SLT
Objective
Impact Indicators
To provide team building opportunities to ensure that the members have a variety of opportunities for interaction whilst also feeling valued and appreciated.
Activities
Success Indicators
Value and promote informal gatherings and discussion
Through informal as well as formal discussion and meetings staff will be in sync with one another and with the SLT
Through providing opportunities for socilaisation give time to interact with one another on a more personal level and show an awareness of work life balance
.
6.3 To provide team building opportunities to ensure that the members have a variety of opportunities for interaction whilst also feeling valued and appreciated. End date - 26/06/2014
01/09/2013 - 26/06/2014 - 1 user(s) Started
Provide the opportunity for staff to socialise at least once a term 01/09/2013 - 26/06/2014 - 1 user(s) Started
Ensure that staff members are involved in planning, decision making and communication
01/09/2013 - 26/06/2014 - 1 user(s) Started .
Staff feedback indicates that all staff members feel valued and appreciated.
Staff gets motivated
School Name: The Westminster School - Dubai Curriculum: English Vision: Small Changes Significant Impact! Aims: Welcome to The Westminster School. The Westminster School, part of the GEMS network, is one of the largest international schools in the GCC region offering a British curriculum to over 58 different nationalities. It is a place of inspiration and aspiration based on the GEMS core values of the urgent belief that improving education is the key to shaping a sustainable future for ourselves and those around us. Our Mission: One Team, One Vision, One Mission . . . Educational Vision In Motion: The Westminster School is dedicated to making that difference in Education as the GEMS core values permeates every aspect of school life. We believe in GLOBAL CITIZENSHIP by celebrating diversity and building communities; We believe that GROWING BY LEARNING and continuous learning is the fuel for continual growth; We believe that by PURSUING EXCELLENCE great isn’t just good enough; We believe that LEADING THROUGH INNOVATION is what would lead our youth to a brilliant future! Our School Vision: Small changes – Significant impact! Our vision is of creating learning communities, a place where students, parents, teachers, and administrators are all empowered to change education for the better, to make, ‘Small changes with a Significant impact!’ A place where the school provides the right climate for academic, social-emotional learning, and foster the spirit of enquiry, encouraging equally creative and critical thinking; A place where imagination in art and innovation in team building is not the exception; A place where learners develop 21st-century skills, especially those of communication, collaboration, critical thinking and creativity: We provide not just the vision for this new world of learning but the real-world information and community connections to make it a reality. The Westminster School has a successful academic track record with a Global Alumni in universities all over the world. You are welcome to visit our school and get better acquainted with our staff, students and the school itself. However, if this is not possible take a tour of our website - Link and enjoy.
Self-Evaluation A Resource for Schools in Dubai 2013-14 School name: The Westminster School - Dubai
www.khda.gov.ae
Characteristics of the School A - Please outline the main characteristics of the learners in your school The Westminster School Dubai has been operating as a member of the GEMS group of schools since 1995. With students from over 58 nationalities, the school has a long tradition of serving the local community of Al Qusais and many students and parents demonstrate a strong affinity to the school. Parents are highly aspirational and are keen for their children to succeed both academically and personally. The largest group are Pakistani (25%) closely followed by those with an Egyptian heritage (19%). Indian students total around 12% of the school population, followed by children from Sri Lanka, and the Philippines. Around 3% students are Emarati.The age profile of the students is 3- 18years. There are 160 classes in the school referred to as ‘Learning Bays’ in the school, with two thirds of these being in the primary with 25 classes comprising the Foundation Stage. Girls and boys are taught separately from Year 5 in keeping with local expectations and parental wishes. Boys form the largest percentage of the intake. English is the medium of instruction and the mandatory First Language for all Year Groups from Foundation Stage to Year 13. Arabic is a compulsory subject till Year 13 and is offered at two levels; a special higher level as per the Ministry of Education requirement for Arab Nationals and a regular level for non-native speakers. Attainment on entry to the school is mixed but about vast majority of the students do not speak English as a first language when they first enter. However, many are highly keen to learn English and their skills develop very quickly. By Year 3, most students are proficient and skilled in basic elements of Literacy and Numeracy. Good or better attainment is made in their progress in English, Mathematics and Science. The school emphasizes all-round development through a balanced programme of extracurricular activities that inculcate team spirit, exploration and development of each student's potential and confidence. The specialist teams at the Westminster School include the Art and Craft Team, introduced at an early stage to help the students in the pursuit of artistic and creative excellence; the ICT Team, for students who wish to empower themselves with advanced ICT skills; and the Environment Team, as part of the United Nation's Environment Programme linked to the Emirates Environment Group. Leadership in learning is a key feature of the School with both Staff and Students collaborating in Learning Bays across the School. Such focused leading and learning helps students work well in groups, take responsible and independent decisions, and understand better their areas of potential and proficiency. Peer teaching is also encouraged from as early as Year 4 with Post 16 giving the Lead, demonstrating high learning centered attitude among the student community.
Dedicated, qualified and experienced teachers are well known for their expertise and their ability to create a caring and motivational environment for their students. The teachers are constantly challenged by the Subject Leaders to respond to the growing demands of the learning needs of the students. The PTR stands at 17.5. B - Does the school have any distinctive aims or special features? The school uses the National Curriculum for England as the basis for its curriculum and as a guide to planning students’ learning and follow EYFS curriculum in the FS. The school aims to foster and emphasise an appreciation of knowledge and prepare students for the challenges of the future. The school provides a secure, supportive environment, which nurtures learning and understanding, with a continued commitment to excellence. The focus of our school is child-centered, based on our guiding principles which encourages students to develop: Respect for self and others, Mutual cooperation, and commitment to excellence. While fees may be low in comparison to other private schools in Dubai, parental and student expectation in terms of achievement and future aspirations is nonetheless, very high. All Year 10 students undertake two IGCSE subjects in that Year and in Year 11 students follow five / six IGCSE subjects and those who move to Year 12 undertake both A and As level courses choosing subjects according to their University requirements. The school gives due commitment and time to the teaching of Arabic and Islamic Studies and actively supports National initiatives, Qirat competitions and participates in visits to places of local and cultural interest. ICT is introduced to students from FS2 onwards and they learn to analyse information in different formats and work with a variety of programmes; these skills have led to projectbased learning enhancing further students' research skills. Many observers and visitors to the school note the hugely positive ethos in terms of achievement coupled with high levels of personal development demonstrated by students of all age groups. In any one year around 10% of the pupils leave the school for a range of different yet legitimate reasons. e.g. Parent work relocation. For September 2013, over 2000 applications for places at the school of these, 1000 were for the Foundation Stage. As the school is exceedingly popular due to the school’s ethos and high academic achievement together with the very low fee structure, student vacancies are constantly replaced easily. Teaching space, whilst having been extended in particular areas of the school over the past few years, is creatively used to support students’ learning. Plans are being enacted to improve and update particular school facilities. For e.g. Academic Year 2013-2014, we have invested heavily in improving the outside sports facilities by laying the artificial turf which was warmly received by parents and boosted the outdoor learning opportunities for students.
A constant cycle of PD to both integrate new staff and to boost all staff’s understanding of the school expectations in relation to the curriculum and teaching styles is impacting positively on the quality of teaching and learning. All our teachers participate in ongoing training programmes to ensure that the strategies, methods and resources they use reflect the standards of best practice. A variety of avenues are provided for parents to interact with teachers, express their views and provide valuable feedback. A strong one-to-one relationship between parents and teachers is encouraged and developed to discuss progress and problem areas. C - Are there any contextual issues, which are aids or barriers to raising performance? The Academic year 2012-2013 proved challenging for the school in that GEMS took an initial decision, in co-operation with the KHDA, to close the school due to the financial viability of running a well-resourced school. Understandably parents were troubled by this decision and after months of consultation, GEMS took the decision to keep the school open. Nonetheless, the school suffered from this period of uncertainty as children, parents and staff were unclear if they were to continue at the school. Due to the educational experiences of some of our parents who often come from nonnational curriculum schools, they do not have a full understanding of the National Curriculum and modern pedagogy in terms of teaching and learning, so their demands are sometimes at variance with School educational policies. Time is spent inducting and explaining teaching and learning strategies to parents. Parents would like see more written work in exercise or work books and have an expectation in terms of what constitutes achievement which is sometimes unrealistic. Parents still insist that students sit for the particular examinations against the professional advice from the school. The Primary School is nearly double the size of the secondary and therefore presents an even greater challenge in terms of recruiting and retaining effective primary teachers. Many of the teachers are on their husband's visa and the school does not have any control as they relocate due to their husband’s occupation. Teachers’ knowledge and understanding of how to promote independent learning develops at a good pace, due to the educational experience of the teachers' formal education. However raising teachers’ understanding of the National Curriculum remains a running challenge for the school With the total overhaul of the furniture in the Primary Learning Bays, and in the girls’ section of the school, collaboration and interaction within the learning bays has been increased. The school continually has to fight the ‘ghost of the architect’ vis-a-vis the fabric of the school. D - What are the current priorities for development? Focus on school and teacher practices associated with increased student achievement. Lead in ways that have maximum impact on student achievement. Use a systems approach to dispatch with managerial responsibilities and to organize instructional aspects of work.
Take an empowering team approach to almost everything, and create learning communities within the school which is on-going. Thematic areas, such as clubs for the arts, theatre, sciences, mathematics, business, quiz, and the like, would be likely to customize according to their themes. For example, Phase Leaders might present a more complex picture of accountability by providing examples of the types of student work completed at different levels, examples of books read by students at different levels - sample self-reflections - student survey data research paper examples and student presentations. Preparing students for both lifelong learning and citizenship, focusing on the development of key skills for a new era, customizing learning in order to develop each student’s talents, interests and abilities. E - What are the parents' views of the school? Parents are supportive of the school and its aims and want their children to succeed academically and personally. Parents admire the school’s levels of achievement in terms of academic performance. They appreciate that the popularity of the school does pose certain challenges in relation to the school fabric. Parents have a confident view that the staff of the school work hard to ensure that their children are safe, secure and well looked after that includes the use of the school’s transport. Parents value the multi-cultural aspect of the school, and appreciate what it does to broaden pupils’ understanding of both living in the UAE and the part they can play in supporting the vision of the ruler of Dubai, and the other Emirates. “I always recommend TWS with my family and friends because I believe and trust the School's quality of teaching & values. They are part of my children's social & personal development. Although last year comes as a big blow for us parents if you've decided to close down the school. Many parents having more than 1 child is a challenge, I pray the God will bless you & GEMS School in general. May you continue to be a good role model school here in the UAE & abroad. Keep it up TWS!" Another Quote says, 'The teachers at Westminster School in their own way have made learning a very interactive and adventurous experience.'(Ref: GEMS PSI) Of equal importance is the appreciation many parents express in the way the school promotes pupils’ appreciation of commencing formal events with a reading from the Qirat and singing the National Anthem of the UAE.
F - What are your students' views of the school? Students are hugely positive about many aspects of the school and often comment that The Westminster School feels like a ‘second home’. They believe that the school prepares them well for both Board Examinations and the wider world in which they enter. 'Being a Westminstarian has opened doors to a whole new life. Mixed emotions swirl through me as it ends on a happy note’, says Sabah Mohamed, Student. Pupils talk positively about the ‘teacher bond’ and the pastoral element of the relationship with teachers and support staff. Students know that they have a say in the day-to-day life of the school and their views are sought about particular initiatives. Students are given every opportunity to express their views about the school and they are given various platforms to express themselves through various media. Simple, yet symbolic. - A student’s view: (Omar Ghanem – Yr.12 - 2013-14) ‘The Westminster school is home to thousands of students of different age levels. Every single one of us that walks into the school-gates is here seeking sufficient education that should NOT only help him pass his/her exams and succeed academically, but to also lead a good life and to be prepared for the various challenges in the future. We have to bring all learning communities together.’
WHOLE SCHOOL Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Good
Good
Emirati students' attainment Progress
Phase 3 Good
Phase 4 Outstanding
Acceptable Good
Good
Good
Emirati students' progress
Acceptable
SEN students' progress
Acceptable
Outstanding
Evidence sources: Our Self-Evaluation Summary:
1.1 - Attainment
Standards in terms of how well students attain in IGCSE, As and A level results when compared to the International average are high and outperform similar schools in an International co The pattern of attainment in examination results over time has been a rapidly rising one. The average grade for IGCSE results over the last three years is around 82% - 87% A* - C. Naturally, progress by students in all subjects is good. The results for the Academic Year 2012/13 are equally high A*-C 87% and improved over previous years. Over time, results have been consistently higher than those in GCE in the UK and IGCSE worldwide. The school does have a small Sixth Form and the attainment in terms of results in AS and A levels is equally good. Various pupils at the school have also received Cambridge Awards for reaching the highest scores in UAE for IGCSE and As level in Computer Science and English respectively in 2012 and Top of the world in English for IGCSE and Top in the UAE for As English. The school achieves particularly well when benchmarked against other GEMS schools and other schools in the school zone. Attainment in key subjects is good. In the Primary and lower Secondary phases all skills were developed and writing has reflected marked improvement. The attainment of Emirati students’ across all subjects is acceptable. Their attainment in Islamic Education is Good; whereas in Arabic, English, Mathematics and Science they are in line with Curriculum standards.
Evidence sources: Our Self-Evaluation Summary:
1.2 - Progress In other subjects where no examinations are sat - art and design and music or sports, for example - the students also achieve well and this level of achievement brings the students success in the local community - several Exhibitions and competitions attended and Music competitions as in 'Best of the Best' GEMS Inter School UAE competitions. Given the relatively low levels in terms of use of English when they first enter the school, achievement and progress in English is particularly striking especially in the secondary and the post 16 years. Good speaking and listening skills, for example are to be seen in many of the children by the time they leave the school and many of them are fluent in three or four languages also. The school does have a systematic way of evaluating data at the end of Year 2 and Year 6, an evaluation of the work undertaken and produced by the students in English. Mathematics and Science at the end of Year 6 indicate that standards are in line with the expectations of the National Curriculum if not above. The school has now introduced a whole school assessment process to measure the students’ progress against the level descriptors of the National Curriculum. In addition the school is to participate at all external and other school based assessment that indicated many pupils make good progress in many subjects of the curriculum. The school is also participating in the GEMS assessment procedures for NCfE schools (INCAS, CAT4, ALIS), which is introduced in the month of Nov/Dec 2013. Pupils leave the school not only being able to speak good English given their starting points but in other languages - Arabic, their mother tongue and a Modern Foreign Language such as, for example, French, or Hindi. The progress of Emiratis in English is better than expected over the course of years. The majority of students achieve a good knowledge and understanding of the Islamic studies education, and in everyday lessons, make expected progress, as measured against appropriate learning objectives. This is evident in their in their day-to-day behaviour and discussions.
ISLAMIC EDUCATION Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
NA
Good
Good
Good
Good
Good
Emirati students' attainment Progress
Good NA
Good
Emirati students' progress SEN students' progress
Good Acceptable
Evidence sources: Our Self-Evaluation Summary:
Islamic Education in English Attainment in Phase 3 and 4. The majority of students in phase 3 and 4 is good in Islamic Education. The first term examination results for year 2013-14 shows that 83% of students scored above expectations. The end of term 2012-13 school examination results showed that majority of the students’ attained levels were above the curriculum standard, with more able students attaining above 95%. Attainment of 70% students was between 70%-90%. Majority of students demonstrate high levels of knowledge, understanding and application, which is evident consistently in the quality of their work and in their day-to-day behaviour and discussions. SEN students’ attainment is in line with curriculum standards. Attainment in Phase 2 The majority of students in phase 2 is good in Islamic Education. The first term examination results of year 2013-14 show that 85% of students scored above the curriculum standards. The end of term 2012-13 school examination results showed that the majority of the students’ attained levels that were above the curriculum standard, with more able students attaining above 98%. Attainment of 80% of students was between 70%-90%. SEN students’ attainment is in line with the curriculum standards.
Evidence sources: Our Self-Evaluation Summary:
Islamic Education in Arabic Attainment in Phase 3 & 4 Majority of students attain levels that above National Curriculum Standards in Islamic education In the end of term school examinations, students attained levels that are above the National Curriculum Standards. In Phase 3, 76% Boys and 87% Girls attained A to C Grades. In Phase 4, 95% Boys and 92% Girls attained A to C Grades. High standards of attainments of students have been maintained in Islamic Education. Emirati students’ attainment level is above National Curriculum Standards. SEN students’ attainment levels are in line with National Curriculum Standards. Attainment in Phase 2 Majority of students attain levels that are above National Curriculum Standards in Islamic Education In Phase 2, the result of the end of the term examination is 88.8% A to B Grades. Emirati students’ attainment level is above National Curriculum Standards. SEN students’ attainment levels are in line with National Curriculum Standards. Evidence sources: Our Self-Evaluation Summary:
Islamic Education in English Progress in Phase 3 and 4 The majority of students make link prior knowledge to real life applications and behaviours. The school is working closely with a few students who lack a detailed understanding of the Holy Quran as they are not so well acquainted due to linguistic problems. These students are making steady progress. In everyday lessons, a majority of the students make better than the expected progress as measured against appropriate learning objectives. Those with special educational needs and low achievers make expected progress. Progress in Phase 2 Most of the students make better than expected progress in Phase 2. This is evident in their continuous and formative assessment and tracking through APP. In everyday lesson most of the students make more than expected progress as measured against appropriate learning objectives. SEN students make expected progress with support.
Evidence sources: Our Self-Evaluation Summary:
Islamic Education in Arabic Progress in Phase 3 & 4 In Phase 3 & 4 assessment data collected shows that majority of students achieved better than expected progress. Majority of students in everyday lessons, make above expected progress as measured against appropriate learning objectives. This is evident consistently in the quality of their work and in their day-to-day behaviour. Majority of students achieve a good knowledge and understanding of the Islamic studies education. Progress in Phase 2 In Phase 2 assessment data collected shows that majority of students achieved better than expected progress. Majority of students make gains in knowledge and understanding as measured against the learning objectives of lessons.
ARABIC AS A FIRST LANGUAGE Enter your judgement for the phase(s) in your school
Phase 1 Attainment
NA
Phase 2 Good
Emirati students' attainment Progress
Phase 3 Good
Phase 4 Good
Acceptable NA
Good
Good
Emirati students' progress
Acceptable
SEN students' progress
Acceptable
Good
Evidence sources: Our Self-Evaluation Summary:
Attainment in Phase 3 and 4 In Phase 3 and 4, majority of students attain levels above National curriculum standards in Arabic as First Language In Phase 3, in the end of term examinations, most students attained levels that are above the National Curriculum standards. 84% boys and girls 80% attained A to C grades. And in Phase 4, 78% Boys and, 77% girls attained A to C Grades. In the IGCSE, students’ attainment was 79.5 % in 2010-11, 95.7% in 2011-12 and 87.8% A to C in 2013 which in line with International Standards. Emirati students’ attainment is in line with National Curriculum Standards. SEN students’ attainment level is in line with National Curriculum Standards. Attainment in Phase 2 The overall attainment of students in Phase 2 is good. 82% of the students attained A-C grades, which is above the National Curriculum standards. Emirati students’ attainment is in line with National Curriculum Standards. SEN students are in line with National Curriculum Standards. Progress in Phase 3 & 4 Assessment information shows that in relation to their assessed starting points, most of the students make better than expected progress in relation to appropriate starting points. In everyday lessons, the most of the students better than Expected progress measured against appropriate learning objectives. Progress in Phase 2 Majority of students make gains in knowledge and understanding as measured against the
learning objectives of lessons.
ARABIC AS AN ADDITIONAL LANGUAGE Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
NA
Good
Good
NA
Good
NA
Emirati students' attainment Progress
NA NA
Good
Emirati students' progress SEN students' progress
NA Acceptable
Evidence sources: Our Self-Evaluation Summary:
Attainment in Phase 3 Most students’ attainment levels are above curriculum standards. In the end of the year examinations, most students attain levels which are above the ministry standards. IGCSE results have been on the upswing in the past 3 years, moving up from 91.7 % in 2011 to 96.7% in 2012 to 100 % in 2013, which reflects the progress of the students. SEN students’ attainment levels are in line with curriculum standards. Attainment in Phase 2 88 % students attained levels, which are above curriculum standards. In the end of the year examinations, most students attain above standards set by the ministry. SEN students’ attainment is in line with curriculum standards. Progress in Phase 3 As per assessment information, majority of students make better than expected progress in relation to their starting points. In every day lessons, majority of students make expected progress as measured against appropriate learning objectives. This is evident in their formative assessments. Progress in Phase 2 In phase 2, majority of the students make better than expected progress in knowledge, skills and understanding as measured against learning objective in lessons. This is evident from the teacher assessment, noted in daily lessons. Majority of students, including those with Special Educational Needs and low achievers make expected progress.
ENGLISH Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
Good
Good
Outstanding
Outstanding
Emirati students' attainment Progress
Acceptable Good
Good
Good
Emirati students' progress
Acceptable
SEN students' progress
Acceptable
Outstanding
Evidence sources: Our Self-Evaluation Summary:
Attainment in Phase 3 and 4 The department’s performance is judged as outstanding in all five previous inspections of KHDA as recorded in the KHDA inspection report for the relevant academic years. A majority of students attain levels that are above curriculum standards in English. A few Emirati students’ attainment is in line with curriculum standards. Most of the pupils demonstrate high levels of knowledge and understanding which is evident consistently in the quality of their work in English which is in line with international standards. High standards of attainment for students has been maintained in English by the school over the past three years in Year 12. In IGCSE English examinations 93.4% students attained an A*-C which is above international standards that stood at 64%.The results reflect what we observe in lessons and it correlates our prediction in terms of knowledge, skills, understanding and ability of the students. English Language IGCSE results have been on the upswing in the past 3 years, moving up from 92.1 % in 2011 to 92.5% in 2012 to 93.4 % in 2013, which reflects the progress of the students. In the AS level examinations, students’ attainment of A* to C was 69.3% which is higher than international attainment standards of 38.1%. In Years 7, 8 and 9 attainment of students is consistent in the range of 65% to 70% over the past three years. Attainment in Phase 1 and 2 The overall attainment of students in Phase 1 is good in line with the expected level. With free flow activities, some students even exceed the expected level in FS. End of Phase 2 results show that 65% of the students are above the National Curriculum Standards. A few Emirati students attainment levels are in line with curriculum standards SEN students’ attainment is in line with the curriculum standards with the ILP, IEP’s and support given.
Progress in Phase 3 and 4 In everyday lessons, majority of the students make better than expected progress as measured against appropriate learning objectives. This is evident in their formative assessments. A majority of the students make links to prior knowledge and real life applications. SEN students and a few Emiratis make better than expected progress over the course of a year. Use of team-teaching, interactive and student – led lesson approaches has shown that majority of students make better than expected progress Peer, self and formative and summative assessment information shows that most students’ attainment level is near or even better than the set target level In everyday lessons, majority of the students make expected progress as measured against appropriate learning objectives. This is evident in their formative assessments. Progress in Phase 1 and 2 At FS Level, almost all students enter our school, unable to speak, write or read English. From there, assessing progress against National curriculum levels using APP Objectives indicate that most students make expected progress in relation to their starting points in FS. In Phase 2, majority of students make better than expected progress in English language skills and understanding as measured against the learning objectives in lessons. This is evident from the teacher assessment in daily lessons and also from the work produced which is assessed and recorded on the continuous assessment and tracking sheet. SEN students are given tasks below the year group level. Gradually, a considerable number of students get into main stream learning. Low achievers are a level below as compared to the expected National Curriculum standards but gradually progress to the expected levels by the end of Phase 2. This progress is evident from ILP/IEP’S which are updated three times a year.
MATHEMATICS Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
Good
Good
Good
Outstanding
Emirati students' attainment Progress
Acceptable Good
Good
Good
Emirati students' progress
Acceptable
SEN students' progress
Acceptable
Outstanding
Evidence sources: Our Self-Evaluation Summary:
Attainment in Phase 3 and 4 A majority of students attain levels that are above curriculum standards in Mathematics. A few Emirati students’ attainment are in line with curriculum standards. In the IGCSE and AS/A level examinations, students’ attainment is above international standards in Mathematics. 85.2 % of the students scored an A* to C this year as compared to the result of 79% to 80 % A* to C for the last six years. A group of 18 students gifted in Mathematical abilities were fast tracked and groomed to take their IGCSE examination one year in advance. 13 of them scored an A* and 5 of them scored an A. A student with severe learning difficulties and ADHD scored a D. A majority of students demonstrate high levels of knowledge and understanding which is evident consistently in the quality of their work in Mathematics which is above curriculum standards. High standards of attainment for students have been maintained in Mathematics by the school over the past five years in years 11, 12 and 13. Attainment in Phase 1 and 2 Attainment in phase 1 is good in line with the expected level. End of Phase 2 results show that 58% of the students are above the National Curriculum Standards. A few Emirati students’ attainment is in line with curriculum expectations. The attainment of a few less able students and students with SEN are below curriculum expectations.
Evidence sources: Our Self-Evaluation Summary:
Progress in Phase 3 and 4 Assessment information shows that, in relation to their assessed starting points, most students make better than expected progress in relation to appropriate starting points. In everyday lessons, the majority of students make better than expected progress as measured against appropriate learning objectives. This is evident in their formative assessments. A majority of students make links to prior knowledge and real life applications but a few lack confidence in applying their skills in unfamiliar contexts. Those with SEN and a few Emiratis make better than expected progress over the course of a year with support. Progress in Phases 1 and 2 The majority of students make better than expected progress in phase 1. In phase 2, most of the students make better than expected as measured against appropriate learning objectives. Students show an increased awareness and understanding of the relation of Mathematics in real life. The majority of students are more adept at problem solving and mental calculations. Those with SEN, a few Emiratis make expected progress.
SCIENCE Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
Good
Good
Good
Outstanding
Emirati students' attainment Progress
Acceptable Good
Good
Good
Emirati students' progress
Acceptable
SEN students' progress
Acceptable
Good
Evidence sources: Our Self-Evaluation Summary:
Attainment in Phase 3 and 4 In IGCSE examinations 81.9-% students scored an A* to C which is above international standards. These results match what we see in lessons and it correlates with our predicted results in terms of knowledge, skills and understanding among most of the students. A high standard of attainment for students has been maintained in science by the school over the past three years in year 11. In the AS/A level examinations, students’ attainment has been above international standards for the past three years. In Physics, Chemistry and Biology. 73.2 % of the students scored an A* to C this year. In years 9 and 10, attainment of students is consistent in the range of 60% -65% over 3 years. In years 7 and 8, attainment of students is consistent in the range of 70% -65% over 3 years. Most of the students demonstrate high levels of knowledge, understanding and application which is evident consistently in the quality of their work. Attainment in Phase 1 and 2 The overall attainment of the students in phase 1is good in line with the expected level. At the end of Phase 2, 60% of the students are above national curriculum standards. A few Emirati and SEN students attainment are in line with curriculum standards.
Evidence sources: Our Self-Evaluation Summary:
Progress in Phase 3 and 4 In phases 3 and 4 assessment data collected on scientific thinking, understanding of
applications and scientific implications, communication and collaboration indicates that most students make expected progress in relation to their starting points. Most students make gains in knowledge, skills and understanding, as measured against the learning objectives in lessons. The majority of students make links to prior knowledge and real life application but a
few students lack confidence in applying their skills in unfamiliar contexts. Use of investigative approaches has shown that majority of students make better than
expected progress. In everyday lessons, the majority of students make expected progress as measured
against appropriate learning objectives. Those with special educational need and low achievers make expected progress. Students occasionally take responsibility for and are active in their own learning. Students work collaboratively in familiar groups and acquire knowledge and skills from
a range of contexts. Students demonstrate age-appropriate research and ICT skills and often work
independently. Progress in Phase 1 and 2 Assessing progress against national curriculum through using APP indicates that most
students in Phase 2 make better than expected progress in relation to their starting points in phase 1. In phase 2, the majority of students make better than expected progress in their
knowledge, skills and understanding as measured against the learning objectives in lessons. This is evident from the teacher’s assessment as observed in lessons. Most groups of students, including those with special educational need and low
achievers make expected progress. The projects and investigations done by the students show that they have made good
progress in their investigative and scientific enquiry skills.
Learning Skills Enter your judgement for the phase(s) in your school
1.3 Learning Skills
Phase 1
Phase 2
Phase 3
Phase 4
Good
Good
Good
Good
Evidence sources: Our Self-Evaluation Summary: 1.3 - Learning Skills
The quality of learning across the school is good. Consensus amongst senior staff is that as with the quality of the teaching, the pace of
learning in lessons and over time is increasingly judged to be good. With staff development this is an area that has improved. Evidence is indicating that teachers are becoming proficient and confident in their teaching strategies and this results in students learning more effectively. Many of the students make very good gains in learning in terms of mastering the use
and competence in basic skills of English, Mathematics, Arabic and ICT. Given the low level of English competency when they first enter the school, the pace of
learning in these areas of experience is noteworthy. The results from many of the external tests clearly indicate that in terms of learning over time, the students perform extremely well. The providing of clear learning targets along with student consultations has resulted in
students taking more responsibilities for their learning development and has increased progress and attainment across the school. Students at Westminster are creative, independent and reflective in the sense that they
are able to anticipate ideas and uniquely translate them into sets of realities which exceed the expectations of the staff and demonstrate students versatility in applying their skills and knowledge in a wide range of settings. Examples include the introduction of the Learning Bay Councils on school leadership roles in the school, ‘Young Entrepreneurs’, ‘Dragon's day’, ‘Maker's day’, ‘Digi day’, Project Based Learning in library, Peer Teaching. Monitoring of lessons indicates that where teaching is more effective, collaborative,
and creative and challenging. Students develop their own lines of enquiry and respond positively and produce work of a high quality.
Personal and Social Development Enter your judgement for the phase(s) in your school
Phase 1
Phase 2
Phase 3
Phase 4
Outstanding
Outstanding
Outstanding
Outstanding
2.2 Cultural Awareness
Good
Good
Good
Outstanding
2.3 Community and environmental responsibility
Good
Good
Good
Outstanding
2.1 Personal responsibility
Evidence sources: Our Self-Evaluation Summary:
2.1 Personal Responsibility The school has clear policies to promote positive behaviour in and around the school. There are clear expectations in terms of dress, uniform and movement around the school. Older students are encouraged to support and guide those younger than themselves, particularly those new to the school. Students understand and respond to the expectations of behaviour on the school buses. The quality of behaviour in assemblies and other public functions is exemplary. Given the large numbers of students within the school, behaviour is excellent. The Emirati students are very courteous and polite and demonstrate outstanding behaviour inside and outside their classrooms at all times. They participate in all the School activities with much enthusiasm and are involved in the day to day activities. As they are very few numbers distributed across the school we do track and monitor the behaviour of the Emiratis and their behaviour has always been very good. The behaviour of Emiratis out of class has always been commendable. A School Council / House system is in place that is vibrant and this further helps in promoting a positive sense of order and behaviour among the students. The School Council involves many staff and pupils in working collaboratively on discussing and agreeing action points for moving the school forward. Pupils are encouraged, for example, on an annual basis to organise charity events for others less fortunate than themselves. Large amounts of money are collected as a result. Since 2010, over AED150 000 has been collected for organisations such as Dubai Cares as well as the GEMS Varkey Foundation and SEWA day activities. ‘Peer teaching’ where students are expected to undertake the teaching of lessons to their classmates in subjects in which they feel comfortable is also a key element of the pupils’ personal development and features regularly at different times of the Academic Year. Student/Staff Relationships Children relate very well to and with each other and there is a vibrant cultural harmony in and around the school. Across the school, teachers interact well with the pupils and treat t them with respect, courtesy as well as valuing their opinions and views.
Relationships with staff and students are very positive and the students both work and play well together. A staff/student digital lead hub is in place to coordinate, produce and release well designed and planned newsletters, blogs, e-magazines. Incidents of a racial nature are unheard of. Students readily participate and celebrate each other’s cultural traditions and pastimes. The period of Ramadan and other elements of the Islamic calendar are highly respected by all. Attendance & Punctuality Attendance is monitored on a daily basis. For the school year 2012/13 attendance stood at 94% and attendance for the term 2013-14 is 98%. The Emiratis are very punctual and occasionally are delayed due to circumstances of traffic but are seen to be making an attempt to come to the school on time. Teachers are responsible for electronically registering the pupils. Parents are duly checked with to determine the reason why their child is not at the school. Automated mail goes to the parents of absentees from the school on a daily basis and a call goes to the parents during the day by the class teacher. 100% attendance is awarded with a certificate every year and 100% attendance for three consecutive years rewarded on Awards Day. Great strides have been taken to raise the profile of punctuality in the minds of parents over the past year as many struggle conceptually and practically to understand the impact of late arrival. To combat this, letters are forwarded to parents and records taken of persistent late comers that could lead to interviews with SLT and/or Principal. Monthly attendance charts are shared with the pupils in both the Primary and Secondary Departments so that the children themselves can view the impact that their class attendance has within the rest of the school. 2.2 - Cultural awareness Students have a very good understanding of the part they have to play in supporting the work and economic goals of the UAE. Older pupils are able to explain the significance that the awarding to the UAE of EXPO 2020 will have on the Emirates and understand the importance of Dubai as an economic hub. They appreciate fully that for many of them they are visitors to the country and as such have a moral responsibility to uphold and support the values inherent within the Arabic and Islamic culture within the UAE as evident in the displays in and around this school. The National Anthem is sung at the commencement of each day and at the start of every cultural event a reading is taken from the Quran and shared with the wider audience. All are highly respectful of this when it is undertaken. Students are highly appreciative of each other’s religion and understand well that not every one shares their own particular religious values. All students appreciate the part they have to play in supporting wider cultural events of both Dubai and Sharjah. Example participation in book fair, gitex, EXPO 2020.
The students actively support national initiatives designed to raise their awareness of being a citizen in the UAE. They support, for example, various ‘Clean Up Initiatives’, Qirat competitions, and visits to places of local cultural and religious interest. UAE celebrities are invited in the field of sport or Art as role models for all students and promote the values and traditions of the UAE. The National UAE day is supported with great enthusiasm by the whole school community and further reinforces the notion that the students have got a part to play in the day-to-day life of the country. There is a special fund set aside for the UAE national day and there is a great enthusiasm to share in the vision of His Highness Sheikh Mohammed Bin Rashid Al Maktoum.
Evidence sources: Our Self-Evaluation Summary:
2.3 - Community and environmental responsibility Students have a very good understanding for their age of the part that they have to play in ensuring that the community they live in is vibrant and healthy. Students visit many places - OAPs homes or work places, for example - appreciating the lives of others and the contribution such organisations play in the community. Example: Visit to Al Noor Centre, a home for the elderly. There is a thriving Environmental Club in the school and this is run very much at class level. From Grade 5 upwards each class has an Environment Group that works on plans to develop the school environment and to consider issues pertaining to the wider environment of Dubai. Litter campaigns are just one example of the work that they undertake during the course of the year. Implementation of solar energy projects by the sixth form student community in collaboration with the Gems corporate office and participating in DEWA's energy conservation projects are other examples. Students get good opportunities both in their class, their subjects and wider school initiatives (debates, for example) to discuss issues that may well impact both on Dubai and their own personal lives both now and in the longer term. Issues pertaining to global warming, pollution, fossil fuel consumption, and social conditions in other parts of the world. Such ideals are promoted internally through, for example, the notion of keeping the school free of litter. Many of the students express a strong wish to remain in the UAE after their course of education and discussions with them indicate that they very much see the UAE as their ‘second home’.
Further action points  To maintain the highly positive statements made in the DSIB inspection report about pupils' personal development which was judged outstanding overall.  Continue to promote the importance of good attendance and punctuality in the minds of parents and the link that this has on their child's progress.  Extend the annual international trip to lower part of the school.
Teaching for Effective Learning and Assessment Enter your judgement for the phase(s) in your school
Phase 1
Phase 2
Phase 3
Phase 4
3.1 Teaching for Effective Learning
Good
Good
Good
Good
3.2 Assessment
Good
Good
Good
Good
Evidence sources: Our Self-Evaluation Summary:
3.1 - Teaching for effective learning Despite some significant challenges due to staff mobility the quality of teaching and
learning has improved in recent years. These challenges have included improving teachers’ knowledge and understanding of
how best to plan more open-ended student focused learning in day-to-day lessons in respect of the curriculum that is based on the UK model. Most teachers commence at the school with a very limited knowledge and awareness of
how best to plan learning for students that befits learning based on NCfE. Those that have been in the school for three years or more have a sound or good
understanding of the National Curriculum and how to use its content in planning for students’ learning. Subject
knowledge, perhaps understandably, more secure in the Secondary Department. Teachers have excellent subject knowledge in Mathematics and Science. Teaching in the Secondary Department is judged good.
In the Sixth Form, teaching is judged good with outstanding features also evident –
subject knowledge, pace of lessons, student involvement are examples of key characteristics of the teaching seen there. Teaching in the Foundation Stage is judged by the school to be good. Internal reviews of the school indicate that teaching and learning in the Foundation
stage has improved markedly in the last two years. Good effective professional developmental feedback and support from GEMS has contributed greatly to improving provision along with sharing good practices brought in from visits to other schools by the FS leader. All teachers in the Foundation Stage have worked hard to ensure that the principles of
learning for young children in terms of day-to-day practice are to be seen. Teaching in the Primary Department is judged to be good. In Key Stage One, there are weaker elements to teaching due to the very high turnover
of teachers during the past 12 months. Out of 24 class teachers, 10 of them commenced at the school in September 2013 and are undergoing an intensive induction and monitoring process. Emphasis on improving teaching in the Primary Department has been a focus of the
school’s work over the past two years. Recruitment and retention of staff has been a priority. Nonetheless, great stress has been placed on supporting upon teachers to devise, create and introduce activities that may well be underpinned by the use of the scheme text books but are introduced and taught in more creative ways. Broadened use of other subjects such as ICT in how the knowledge and content within this area of expertise can be taught more creatively in and through other subjects is rapidly improving. For example digital hub where the students have created a platform to collaboratively explore and share day to day learning. The use of iPads, for example, is increasingly seen in the school as is more creative use of software and the Internet. Students are encouraged to make greater use of BYOD from Year 5 upwards to enhance learning. Improving areas of the school to allow more creative teaching and learning to take place is now to be seen. For example team teaching and smart lessons incorporating multiple intelligence. An Art Studio has been created as well as the ‘Apple Lounge’ in the Sixth Form. Laboratories have also been upgraded as have all ICT facilities impacting learning. Many of the teachers laptops have been recently upgraded impact on learning. As is the case in many lessons, where teaching is good the pace of lessons tends to be crisp and keeps pupils highly motivated. Teachers have improved their skills in achieving this. Lessons start on time and objectives are shared with the students at the start. A great deal of work has been recently undertaken in raising all teachers’ understanding of the need to plan the learning of pupils who have different learning needs. Teachers are now much more adept at this and now fully understand their teaching and particular responsibilities towards all the children in their class. Teachers are also becoming much more aware of the importance of planning for the higher-ability students as well as those with more challenging learning needs. Plenaries are now more effectively used as a means of drawing pupils together and using this time to explore with them how much they have learnt, what they found challenging and how this has built on their prior learning and identify next steps. Professional development has for example has taken place in terms of Gifted and Talented and Special Educational Needs children. The school now has a proforma for staff to complete to measure the impact their teaching is having against the professional development they have undertaken. Teachers are also aware, plan for and keep a careful note of the progress being made by
local Emirati pupils.
3.2 Assessment
Assessment across the school is judged good by the school. Across the school, regular assessments now require teachers to evaluate carefully how well pupils have performed against National Curriculum levels as well as exploring the twice yearly assessments to identify those that have achieved well and those who need more support in their learning. There has been particularly good progress in the way teachers in the Foundation Stage use the Foundation Stage Profile to assess and moderate the children’s learning and plans accordingly. A great deal of work has been undertaken in developing assessment practices across the school and in terms of developing awareness of how best to report students’ progress to parents. Teachers now assess and report against National Curriculum level descriptors. Secondary teachers use the GEMS ‘Oasis’ Assessment unit to produce annual reports. The School uses assessment data for Emirati students to provide them with sufficient support to ensure progress. Primary and Foundation Stage reports have been radically overhauled to provide high quality reports for parents. The Student Learner Profile that has been developed and is in use for all year groups across the school. This empowers the students to think and evaluate their learning; set targets and measures their progress towards these over the course of a year. These profiles vary from year to year in terms of what the school expects them to contain but, unusually, they also include a section, in Arabic, where each child has to evaluate the progress made towards mastery in Arabic and in understanding the Islamic Culture. These profiles were implemented in September, 2010 and reviewed in the summer of 2013 for their overall effectiveness. A new version of the learning profile has been implemented across the schools from the start of the Academic year 2013-2014. Teachers' assessing against the national levels through using APP has been revamped. APP is used effectively to track the progress of the students across the school and is shared with the parents thrice a term. The school is participating in the GEMS wide assessment procedures for NCfE schools. INCAS, CAT4 and ALIS have been introduced in Nov/Dec 2013 and the data generated has been used to review progress, attainment and targets as well as being instrumental in identifying learning styles. Good progress has been made in implementing an Arabic a whole school assessment approach to gauging how well students are progressing in terms of their Arabic proficiency. As with some aspects of teaching, some teachers are more skilled than others in giving feedback to students and how this can be used to inform subsequent steps in learning. The school has a clear rationale for the marking of students’ work and in the main, this is undertaken.
Further action points
Continue to raise teachers' understanding of the curricular/teaching requirements for those who are just commencing at the school. Ensure that the teachers make ever-increasing use of creative approaches to the use of ICT in their daily lessons. Further development of the identification and moderation of NCfE. Put into place Corporate Office initiatives for assessment for the new academic year 2014-15. Embedding critical thinking skills and strategies across the school. Increase the frequency of student led opportunities in the school.
Curriculum Enter your judgement for the phase(s) in your school
Phase 1
Phase 2
Phase 3
Phase 4
4.1 Curriculum Quality
Good
Good
Good
Good
4.2 Curriculum design to meet the individual needs of students
Good
Good
Good
Good
Evidence sources: Our Self-Evaluation Summary:
4.1 - Curriculum quality
The curriculum, both during the school day and post-school, is broad and balanced. Children in the Foundation Stage have access to all seven areas of learning. FS has developed the discovery room to enhance the communication skills. Arabic and Islamic Education is in line with the Ministry of Arabic requirements. In addition, activities have been planned to promote challenge and enjoyment. For example, Art and design Week, science week, environment-week, maths week. Word Masters and Word Peckers, group of talented writers of key stage 3 and 4 respectively who work fortnightly on set Writing tasks to develop their writings skills. The school has reviewed and adjusted the continuity and progression of the curriculum from FS1 to Year 13. Much work has gone into broadening teachers and hence pupils’ understanding of investigation works in mathematics and science. Incorporation of lab lessons in Key Stage 2 has given the students more opportunity to develop their investigate skills. To prepare the older students for the next stages of education, career counselling sessions been organised regularly. The school is constantly reviewing the subjects being offered and carries out student/ parent surveys to ascertain which subject will be most beneficial when accessing future educational opportunities. From this it was decided to introduce sociology, psychology and Travel and tourism in phase 4 in the Year 2013-14. The school also introduced Global Perspective and Science in Year 9 and 11 in September 2013. For 2012/13, the school identified the highest attaining Grade 10 pupils and these pupils were ‘Fast Tracked’ to study the IGCSE in mathematics one year early. All the students who appeared for the IGCSE examination got A* and A. The gifted students who have completed their IGCSE examination in Maths and English will do their As level Maths and English in the academic year 2013-14.
Business studies and Economics been introduced in Year 8 as a project based learning. This is to create awareness among the parents and students about the commerce subjects as they choose optional subjects at the end of Year 8. Since October 2009, new initiatives plans have been introduced to provide more breadth into the curriculum. Travel and Tourism, English as a First Language and Art and Design have been introduced since September 2010.These subjects are well embedded in the system. There is an extensive range of additional curriculum activities both within and out of the school day designed to specifically broaden and enrich children’s learning and interest. Example Field trips and visiting speakers to school. Primary school offers a wide range of extracurricular activities like karate, tennis, cricket, music after school to extend their learning and interests. The students across the school participate in Inter-Year group, class and school based activities such as debates, essay writing or other competitions. An example of this for 2012 included the Year 9 pupils being asked to produce one of the Shakespeare plays for other cohorts culminating in sharing dramatic reconstruction of scenes. Students are also encouraged to participate in Inter-School activities like Interschool Qirat competition, Science exhibitions, singing competitions, quizzing, and also sports like basketball, cricket and football, hockey. One pupil has recently returned to the school having secured second place in the World Championships for judo for students. A year 7 girl has topped the Trinity College, London (Rock and Pop) examination held in Dec 2013. Students also participate in various GEMS activities such as ‘Shutter 13’ (photography) and art workshops (GEMS Art Week), Makers Day. The Emirati students are enthusiastic and eager to participate at all school events, sports and activities. Assemblies and other events broaden further students’ learning about both their own and others’ cultural heritages. Arabic and Islamic weeks in all parts of the school further contribute to broadening many students’ learning experiences, including the Islamic Conference, which was a tremendous learning experience for all. Students are actively encouraged to support a range of community activities. Students serve the community through SEWA programmes, visit to Al Noor Centre, a home for the elderly. 4.2 - Curriculum design to meet the individual needs of students A great deal of work has been undertaken in previous years in emphasizing the need to
plan and differentiate learning for the range of ability in each of the classes. Teachers are becoming much more adept at this; now fully understand their teaching and particular responsibilities towards all the children in their class. Teachers are also becoming much more aware of the importance of planning for the higher-ability students as well as those with more challenging learning needs through ILPs and IEPs.
Planning formats have reflected this process, but teachers new to the school do find this difficult to achieve with acuity. Professional development has for example, taken place in terms of Gifted and Talented and Special Educational Needs children. Termly assessments now ask teachers to evaluate carefully how well pupils have performed against National Curriculum levels as well as exploring the twice yearly assessments to identify those that have achieved well and those who need a touch more support in their learning. There has been particularly good progress in the way teachers in the Foundation Stage use the Foundation Stage Profile to assess and moderate the children’s learning and plans accordingly. FS has remodelled their planning with the learning intentions making it more structured to cater to the appropriate cohort of children within each classroom. Since October 2009, new recent initiatives plans have been introduced more breadth into the curriculum. Travel and Tourism has been introduced as well as English as a First Language from September 2010. The school is also introducing Sociology and Art and Design from September 2012 for those in the older year groups. And also Global Perspective and Science in Year 9 and 11, Sociology, Psychology and Travel and Tourism in Sixth form in the academic Year 2013-14. As level maths and English in Year 11 for the gifted students. Business studies and economics been introduced in Year 8 as a project based learning. This is to create awareness among the parents and students about the commerce subjects as they do choose optional subjects at the end of Year 8. Further action points Student career portfolios which become part of a multifaceted growth and evaluation process. Ensure that the smart lessons incorporating multiple intelligence are a part of everyday learning. Ensure that the ICT continues to be used in a much more cross curriculum perspective in day to day lessons and planned for by teachers. Raise the awareness of curriculum modification and implementing actions identified for Emirati students. Increase the awareness of school’s work in terms of SEN and G/T through Parent conference. To facilitate a range of work experience for Year 10 and Year 11.
How well does the school protect and support students? Enter your judgement for the phase(s) in your school
Phase 1
Phase 2
Phase 3
Phase 4
5.1 Health and Safety
Good
Good
Good
Good
5.2 Care and Support
Good
Good
Good
Good
Evidence sources: Our Self-Evaluation Summary:
5.1 - Health and safety Arrangements for health and safety in all parts of the school, on school transport and in all aspects considering the school environment are good. The school effectively ensures that the new students in all grades settle in smoothly. Extra care is taken with the children in the Foundation Stage. Parents are given comprehensive instructions on how to help their children to settle in and how they can work with the staff to make the transition as seamless as possible. The Student Welfare representative of each class and the teachers also support the new students so that they can settle in quickly. The school has two clinics with two very experienced doctors and a set of four nurses who are always on hand to help the students in case of any medical difficulties. Defibrillator machines have recently been installed in the clinic with the medical staff being appropriately trained so that the clinic is better equipped to face medical emergencies. Besides this, students receive first-aid training so that they can respond to emergencies in the home. They are also educated in personal hygiene, exercise, diabetes, for example. Health Awareness campaigns like Breast Cancer Awareness and Anti- Smoking drives are conducted by guest speakers so that students are aware of these issues. Medical records are maintained and managed professionally to ensure that there is a smooth flow of information. In addition, medical staff regularly checks the student diets and their weight to decrease obesity. The school canteen provides only healthy options for the students to choose from when they want to buy food. The school has invested in an Astroturf to promote better facilities for soccer and hockey. All teachers are well informed on Child Protection Policy and are given in-house training A list of students, who give a 'concern' to the teachers, is maintained and a specific teacher is allotted in each year level to look after these children and give them support. Students are extremely well supervised by the staff that are vigilant to ensure that there is no problem during break and in between classes.
The staff also ensures that students using the school transport get onto the buses on time and checks and tallies are undertaken to make sure that they are safe. Day-to-day arrangements for transports of the children are carefully thought through. Extra fencing has been added to the quadrangle of the school to aid the movement of children out of the school and the end of the school day. The school has installed new fire alarms and fire drills are conducted twice every year for the whole school to ensure smooth flow in case of a fire. ID cards have been provided to all the students and staff to identify them easily. All visitors are provided with badges for security purposes. 5.2 - Quality of support Student academic and personal progress is constantly monitored as they move through the school. Each student has a personal file with all academic information, which is collated and passed on as they move forward in the school. Inclusion policy is updated and shared with the new staff so that they are aware of the school provision. Students with higher ability in Maths are encouraged to undertake the IGCSE examination in Year 10. They are able to learn at their own speed and so achieve academically and personally including taking IGCSE a year early. Support classes are provided for low achievers. Class teachers update the list of Special Education Need students on a termly basis in coordination with the SEN department. ILPs are written to include the needs of the students in the classroom and are monitored regarding success and shared with parents and students. As the students move towards making subject choices and further career choices, staff are vigilant in ensuring that the students are given the right information to make informed options. Regular visits from universities are encouraged so that the senior students get to explore and have a better idea on the particular courses available to them. The school has a clear Behaviour Policy, which is shared among all the students, teachers and the parents. All procedures and rules are clearly mentioned. Great emphasis is given to the students’ achievements and they are given certificates and rewards as recognition of their success. 100% attendance is rewarded with a certificate every year. 100% attendance for three consecutive years rewarded on Awards day. Monthly attendance (Year/class wise) graph is displayed in the section. Late comers and absentees are recorded on a daily basis on glg. Automated mail goes to the parents of absentees from school on a daily basis by 8.15am and a call goes to the parent during the day by the class teacher. Frequent late comers-parents are spoken to by the teachers.
Further action points  Raise still further the importance of punctuality.
 Ensure that the recommendations of the Health and Safety audit for the school are put into place over an agreed period of time with Corporate Office.
How good are the leadership and management of the school? Enter your judgement for the phase(s) in your school
Overall 6.1 Quality of leadership
Good
6.2 Self-evaluation and improvement planning
Good
6.3 Parents and the community
Good
6.4 Governance
Acceptable
6.5 Management, including staffing, facilities and resources
Acceptable
Evidence sources: Our Self-Evaluation Summary:
6.1 - The quality of leadership
For the start of the Academic Year 2013-2014, the school has a new Principal. The previous 10 years at the school, Vice Principal, has been duly promoted to the position. Over the past three years, emphasis has been placed on developing key personnel’s
understanding of the need to take an effective lead as well as creatively manage their areas of responsibility. Much success has been achieved in this respect in the Foundation Stage and the Head of Primary has given a clear lead and a sharp focus in this goal. In the academic Year 2013-14, despite some key staff turnover in important management positions, the strategic development at the middle tier of management continues to improve progressively into Phase Leadership and Phase Managers. Equal emphasis has been placed on the Professional Development programme and this has resulted in the school and the staff thinking and evaluating carefully how to promote learning for 5000 students in an international setting in a fast and ever changing world. There is equally a very strong commitment to the school by both teaching and support staff. Despite some challenge faced in recruitment, over half of the Senior Leaders, Subject Leaders and Year Head Leaders have been at the school for over seven years. Staffs are highly competent and very effective. There is a strong sense of vision and purpose within the school and expectations of the students are high – not just academically but also in their personal development. The main thrust of educational development over the past three years has been in developing teaching, learning and teachers’ understanding of assessment. The school’s vision in terms of pupils achieving highly is uncompromising. Staffs are committed to the fact that The Westminster School is an International school and that its work should (and does) reflect this status. Currently work with the support of GEMS, continues to place staff development, and in promoting the students’ understanding of the part they have to play in the wider community is taking place. The school work hard to ensure that the GEMS Corporate Office initiatives are put into effect. A strong corporate drive is to be seen correctly in terms of standardizing
assessment procedure across the group. The Westminster School will be fully involved in this process. The vision for the Year 2013-14 has been to ensure continuity in the progression of teaching and learning with the theme for the year emphasizing on Curriculum Leadership. Every effort is being put in to draw in all into the participation of team building and sharing the vision; staff were inducted through Curriculum conferences and Parents were invited through Parent Conferences which included the first ever Emirati Parent Conference. There are very strong relationships at all levels in the school. New staff are supported well as they come to grips and terms with the school’s expectations upon joining. Teachers work well in their teams whether they are sections, subjects or year groups. This is supported through regular weekly professional development sessions. Regular meetings are held at all levels and notes kept and shared thereby ensuring that all know decisions made, why, who is responsible and time lines for agreement on action points. 6.2 Self-evaluation and improvement planning
Senior leaders and teachers have had much training of how best to evaluate provision. There is a regular programme of evaluating day-to-day provision which culminates in a two day review in the school in May. The information that is collated is fed back to staff and the data gathered is used to inform the structure and direction of the School Evaluation Form. Each part of the school now has a simple evaluation form for them to complete the information from which is fed into the main SEF. Examination of students’ exercise books are regularly undertaken, notes kept, and again feedback given to the teachers of the teaching undertaken and what they need to improve in terms raising the quality of the students’ work. There is a School Appraisal System in place, with line managers having ultimate responsibility for the implementation of this. Corporate office in GEMS has robust procedures to effectively monitor school performance. The Improvement Plan is driven by evaluation of the school’s provision. Drafted by the Principal, ideas are shared and reviewed prior to formally adopting the plan. In close cooperation with GEMS, due heed is paid to the budgetary requirements on funding the plan and it is regularly checked during the Academic Year to ensure points for development are being actioned. A review of the plan is undertaken in May and further points for the new school year then incorporated within it.
Evidence sources: Our Self-Evaluation Summary:
6.3- Parents and the community
There are good links with the parents. Procedures for admitting children new to the school are made clear ensuring that that those in the Foundation Stage in particular are inducted with the minimum of fuss. Further links have been established in encouraging parents to play a full part in supporting their children at home. Home to school diaries, informal communications with parents on a class teacher / Head of Section level, further support the notion of ensuring that links with parents and the school are close, visible and genuine. Regular monthly circulars are forwarded to them and high quality newsletters informing them of school developments and events due to take place supplement these. There are highly productive links with parents through Parent conferences and coffee mornings which is held regularly. Initiated an Emirati Parents’ Conference ongoing which is a special forum for the Emirati parents to voice their concerns and for us to engage with them more effectively. There is a school web-site, part of the GEMS overall site, provides further information. Regular contact is very much evident in terms of parent vis-a-vis class teacher(s). The pupils’ home-to-school diaries and emails are an important link in this process. Parents are regularly invited to the school to see first-hand the work of their children in terms of assemblies, end of year celebrations, Graduation ceremonies, ‘Carnivals’ and the Foundation Stage Event held in March. These are extremely well attended. Regular meetings are held with parents to inform them of their children’s progress. This happens four times a year. Parental survey is done on these days by the student council members using i pads. For students in the Year 11-13 have their Parent consultation day every month to discuss the progress of their students and setting targets. Naturally, parents are welcome to the school at any time to discuss any issues with their child’s teacher. The school plays an active part in the local community. Social links with other schools both within GEMS and others are clear and regular. The school works with other schools in terms of curriculum projects. Links with the local police, fire, hospitals are all established and the school makes full and effective use of organisations within Dubai that make provision for children in terms of learning. For example, ‘Kidzania’ in Dubai Mall.
Evidence sources: Our Self-Evaluation Summary:
6.4 - Governance
GEMS regularly informs parents of initiatives being planned that are designed to meet the parental expectations of the school. Much discussion / collaboration took effect with parents prior to decisions about the direction of the school. Corporate Office also undertakes regular questionnaires with parents and feedback given to the school on how parents may be thinking about particular issues. GEMS play a full and active role in the day-to-day life and educational development of the school. The school fully supports corporate initiatives (currently Parental Engagement, 21st Century Learning, and GEMS Learning Gateway). At all times Corporate Office is ready to give advice and further practical support whenever necessary. Regular meetings are held with the school by the representative of the Corporate Body to explore and hold to account the provision the school makes. This is done through systematic reviews of examination results, assessment data, and the school’s own evaluation work and twice-yearly appraisal meetings of the Principal. 6.5 - Management, including staffing, facilities and resources
There are sufficient number of teachers to ensure that the curriculum provision at all points of the school is met. Teaching Assistants are deployed into the Foundation Stage and there are plans to increase the number of these incrementally over the next few years. Subject leaders are well qualified in their areas of experience and deployment reflects this expertise. Further support staff - laboratory assistants, librarians, administrative staff are also well qualified. Staff expertise is carefully evaluated to gauge where best to deploy teachers to particular year groups and grades. ICT suite is an additional part of the Learning Resource Centre has been updated regularly. Reading challenge and multiple intelligence based projects are conducted frequently. In recent years, the school has proved hugely popular in the local community. Pressure on space within the school has crimped the overall provision and put pressure on the accommodation in terms of effectively meeting students’ educational needs. Many Learning Bays have been upgraded in terms of display boards and this planned programme of re-furbishment is to continue over the next two years. For2013/14, the plan is to refurbish the Secondary Boys’ Section. The large community spaces, one of which is known as the ‘Multi-Plus’ are also used at many points of the day as is the school’s outside spaces. Resources have been improved in terms of range and quality in the past two years with further plans in place to ensure that this upward trend continues.
Evidence sources: Our Self-Evaluation Summary:
Further action points Keep in tune and support Gems Corporate Office initiatives- Parental engagement/Arts week/Shutter 14. Further stream line self-evaluation process across the school Further develop and refine facilities and resources.
OVERALL PERFORMANCE Enter your judgement for the phase(s) in your school
Overall 7.The overall performance of our school is
Good
Evidence sources: Our Self-Evaluation Summary:
7 - Overall performance School’s view on improvement since the previous inspection (November 2012)
Agreement has been reached with Corporate Office in terms of reducing numbers in light of the expansion of our sister school in Sharjah (opened in September 12 has planned intake of 1700 children) and further agreement was reached with them to significantly enhance the funds spent on improving the range of furniture in classrooms in further moving the school forward. In addition, and perhaps more importantly, the school has reduced KG1 provision and enhanced 6th Form provision from September 2013. This will enable greater curriculum provision in the upper part of the school, release classrooms for other use and reduce the pressure on space going forward. However, this is subject to GEMS / KHDA approval and parental perspective. In light of the statements in the SEF, the continued development of the school, the high levels of achievement, the good pace of progress demonstrated by many groups of pupils, the evidential development of teaching and learning to be seen in many parts of the school coupled with the strong team work, ethos and high levels of support given by Corporate Office, the school now evaluates itself as providing a good quality of education. Evidence demonstrates that the teaching quality continues to improve at all levels in the school reflecting the strong attention to this aspect of the teachers’ personal development. Learning in the Foundation Stage is now much more securely underpinned by first hand learning experiences with more opportunities provided for independent and collaborative investigation. Teachers plan lessons that have a clear focus. Teachers have a greater understanding and awareness of EYFS, National Curriculum assessment arrangements, levels, and how to use assessment information to plan pupils’ subsequent learning. ICT is used much more to promote learning with students being encouraged to make greater use of BYOD from Year 5 upwards to enhance learning. Ensuring that professional development is planned effectively and further supported through the GEMS network through particular initiatives - for example, Jumeriah College, GWPS and Jumeirah Primary School, exchange programme between government school and Key Stage 1to enhance Arabic and collaborative learning.
PD provided for teachers include integration of ICT, use of APP tracker and how to use its content in planning students' learning. Teachers' understanding and responses to Special Educational Needs increased and includes how best to plan, monitor and guide the learning of the pupils concerned. This provision has been enhanced through the appointment of key staff (some seconded from GEMS) to oversee and manage day-to-day procedures. A new teaching and learning policy has been implemented and shared with staff. This outlines what is expected practice in terms of Learning Bay provision / display / assessment et al and will be reviewed from yearly to suit the changing needs. Despite some key staff turnover in important management positions, the strategic development at the middle tier of management continues to improve progressively to into Phase Leadership and Managers. Staff continue to have their understanding of how to effectively monitor provision in their areas of responsibility. This includes sharper target setting and monitoring of provision and how to produce a mini SEF / Action Plan based on student outcomes and other data such as evaluating lessons. Staff development and the rationale for this being overhauled in light of staff changeover. The whole thrust of this work is designed to ensure that teaching and learning are seen to be good in as many lessons for as many as possible.