DSIB Handbook

Inspection Handbook
2009
Inspection Handbook 2009
2

Inspection Handbook
2009

4

CONTENTS
Section 1
1.1 The purpose of the handbook.....................................................7
1.2 Foreword.....................................................................................9
Section 2
2.1 Introduction...............................................................................11
2.2 Quality promise.........................................................................11
2.3 School self-evaluation...............................................................12
2.4 Code of conduct for inspectors..................................................12
Section 3
3.1 Framework of quality indicators................................................15
Appendix 1
Mission, vision, values and strategic objectives of
the Dubai Schools Inspection Bureau..............................................65
Appendix 2
Self-evaluation................................................................................67
Appendix 3
Plain language guide to the quality indicators . ............................70
DSIB quality indicators....................................................................74
Glossary..........................................................................................78

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Section 1
1.1 The purpose of the handbook
Why do we need this handbook? We want to explain how our inspections work so that everyone
involved understands what we are trying to achieve. It contains a list of the criteria schools will use
as they begin the process of evaluating their own work. It also gives guidelines for school inspectors
to support them in their task for the coming year.

8

1.2 Foreword
[1]
Last year, Dubai Schools Inspection Bureau began inspecting schools in Dubai. This was
an important step towards improving the quality of education we can offer our children
and young people.
You may have read our first Annual Report, which we published last May. It gave us, for
the first time ever in Dubai, a clear idea of where our schools stand, whether private or
public, and whichever curricula they follow.
We want our Annual Report to be used by parents to help in choosing schools for their
children. At the same time, the independent nature of inspections means they can
supply policy makers and planners with the best possible information to make informed
decisions.
This handbook of the Dubai Schools Inspection Bureau sets out the framework of quality
indicators which inspectors will use to evaluate all schools, and which will also help each
school to evaluate its own performance.
Our inspections will evolve over the coming years and this handbook for 2009 contains
some changes since last year. We thank you all for your support in our aim of achieving
a good and reliable reputation for Dubai’s schools, to ensure they are schools where we
are happy for our children to spend some of the most important years of their lives.
Jameela Al Muhairi
Chief, Dubai Schools Inspection Bureau
[1] The mission, values and strategic objectives of the Dubai Schools Inspection Bureau appear as Appendix 1.

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Section 2
2.1 Introduction
The guidance in this handbook is intended to ensure that inspections are of the highest
quality and that the judgements inspectors make about schools are fair, rigorous and
consistent.
All inspections should conform to the standards stipulated in the following quality promise,
which is derived from the values set out by the DSIB.
2.2 Quality Promise
• In every inspection sufficient valid and reliable evidence will secure the judgements
made about the standards achieved and the strengths and weaknesses in the
teaching and other aspects of educational provision.
• Each school’s strengths and the areas where it needs to improve its performance
will be clearly identified and reported.
• Inspectors will establish effective working relationship with the staff of every school,
based on professionalism, sensitivity and an understanding of their concerns and the
circumstances in which they work.
• Inspections will be well planned and effectively managed.
• Through its communications with schools, DSIB will make every effort to ensure a
clear and shared understanding of what is involved at each stage of the inspection
process.
• Inspectors will readily explore issues through professional dialogue with the staff of
schools based on the school’s self-evaluation.
• Feedback to school staff and governing bodies, given orally and in writing, will be
clear and unambiguous.
Inspectors will aim to leave the staff of each school feeling that they have gained from
11
the experience of inspection. Those involved in running schools should recognise the
thoroughness of the evidence base as well as understand and respect the judgements
that emerge. The entire school community should feel that the inspection has provided a
valuable contribution to its strategy for improvement.

2.3 School self-evaluation
DSIB is committed to promoting self-evaluation as a key aspect of the work of schools.

Monitoring and evaluation provide essential information for setting priorities and planning
further improvement.
In line with international good practice in school inspections, DSIB places firm emphasis
on the role of self-evaluation in line with the schools’ growing familiarity and confidence
with the processes of self-evaluation and improvement planning. This inspection
handbook should be an important tool for schools to use as part of their own
self-evaluation procedures.
The effectiveness of school self-evaluation will play an increasingly important part in

regular school inspections. Over time, schools will be encouraged to align their self-
evaluation with the quality indicators in this and subsequent handbooks and the school’s
self-evaluation records will become a key part in the evidence gathering as part of the
preparation for inspection by DSIB.
The quality of the action plan, written in response to the initial quality inspection and
the extent to which its key actions have been implemented will be key indicators of the
effectiveness of schools self-evaluation. With well developed self-evaluation systems
which permeate all levels of the school management, schools will be able to identify
their school’s strengths and weaknesses independently. This will speed the progress
towards a journey of continuous improvement to run alongside the regular school
inspections.
2.4 Code of Conduct for inspectors
Inspectors must not only arrive at fair and accurate judgements about schools, but they
must also conduct inspections professionally.
Any assessment of professional competence can cause anxiety, and inspection is no

exception to this. Inspectors will treat all the people they encounter as part of the
inspection process with interest, courtesy and respect. The right of entry into schools is a
privilege.
12 Inspectors will uphold the highest professional standards in their work and ensure
that staff are treated fairly and that schools benefit from the experience of inspection.
The process will be transparent and carried out openly with the outcomes clearly
communicated to all parties. The standards expected for inspectors are set out in the DSIB
Code of Conduct for Inspectors.

School inspectors are expected to:
• make their evaluations objectively, be impartial and have no connection with the
school that could undermine their objectivity
• present an accurate, honest, fair and reliable report of what the school achieves and
does
• carry out all work with integrity, treating all those they meet with courtesy and
sensitivity
• do all that they can to allay worry or anxiety throughout the inspection process
• act with the best interests and well-being of students and school staff in mind
• maintain purposeful and productive relationships and dialogue with those being
evaluated and communicate outcomes clearly
• respect the confidentiality of information
Effective inspections are those which schools regard as fair, rigorous and helpful and take
account of the school’s self-evaluation. If schools respect and value the quality of inspections
they will be more likely to accept and make use of the findings to help them improve.
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14

Section 3
3.1 Framework of Quality Indicators
Introduction
This set of quality indicators has been developed from those of the Initial Quality
Inspections and following further consultation.
Quality indicators are at the heart of most high-impact inspection systems worldwide.
They provide a framework within which inspectors make judgements on the basis of
evidence of observed practice. They serve a number of purposes:
• Indicators create a vocabulary for a conversation with, and between, schools about
the key purposes of schooling and the key determinants of educational success.
• The highest level statements provide schools with a picture of educational

excellence to which schools can aspire.
• The lowest level statements provide schools with a clear understanding of levels of
provision that are considered unacceptable and must be improved.
• The indicators can be used by schools for self-evaluation purposes, and can be
linked to school improvement through effective development planning.
• The use of a common set of indicators encourages consistency in judgements across

different inspection teams; inspectors base their judgements on the evidence of
the practice they actually observe, rather than with reference to set norms or by
employing relative ratings.
• The publication of inspection indicators enables schools to see inspection as a

transparent process.
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The strategic plan for DSIB involved an initial phase during which all schools received an
inspection visit. The result was an authoritative view of both the whole school system
and the developmental priorities for every individual school. This document sets out the
indicators for the next phase of inspections. The criteria are structured as seven central
questions:
1. How good are the students’ attainment and progress?

2. How good is the students’ personal and social development?
3. How good are the teaching and learning?
4. How well does the curriculum meet the educational needs of all students?
5. How well does the school protect and support students?
6. How good are the leadership and management of the school?
7. How well does the school perform overall?
A final section in the inspection report on every school will set out the inspectors’
recommendations for what the school needs to do to improve further.
The choice of indicators is based on research into school effectiveness. While there are
legitimate disagreements about some aspects of the purpose of schooling, there is an
almost universal consensus that an effective school will seek to secure the best possible
academic or cognitive outcomes, while also enabling students to thrive in terms of personal
development, interpersonal skills and the affective side of human development.
These two key outcomes – progress and personal development – are the measure of school
effectiveness and form the basis for the first two sets of indicators. The next four indicators
focus on what the research tells us about the most powerful factors determining school
effectiveness: purposeful teaching and learning, an appropriate and challenging curriculum,
pastoral care and leadership. The indicators conclude with a final question involving an
overall judgement of school effectiveness.
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Inspectors will make judgements on a four-point scale. The four levels on the scale are
defined as follows:
Outstanding quality – exceptionally high quality of performance or practice.
Good quality – the expected level for every school in Dubai.
Acceptable – the minimum level of acceptability required for Dubai. All key aspects of
performance and practice in every school should meet or exceed this level.
Unsatisfactory – quality not yet at the level acceptable for schools in Dubai. Schools
will be expected to take urgent measures to improve the quality of any aspect of their
performance or practice that is judged at this level.
Consistency in quantitative terminology

The following terms are used consistently throughout the indicators with the following
definitions:

All 100% or very close

Almost all 90% and more
Most more than three quarters but fewer than 90%
Majority more than half but fewer than three quarters
Minority more than 15% but less than half
Few up to about 15%
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1. How good are the students’ attainment and progress?
Inspectors will make evaluations on the basis of the evidence they gather in relation to each
significant age group in the school, taking into account the students’ ages and scaling their
expectations accordingly. Inspectors will take account of any significant variations in the
performance of different groups of students, such as boys and girls and those of different
curriculum and different abilities. The descriptors will be applied to certain key subjects:
• Islamic Education
• Arabic
• English
• The language used for teaching and learning, where it is not Arabic or English
• Mathematics
• Science
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1.1 Attainment in each key subject in relation to international standards
Key aspects
• international
Attainment in school-based tests and against external and appropriate
standards
• Knowledge, skills and understanding in each key subject
• Trends in attainment over time
Outstanding Good Acceptable Unsatisfactory
Brief illustrative In school- In school- In school- In school-

descriptions based tests and based tests and based tests and based tests and
the external the external the external the external
examinations used examinations used examinations used examinations used
by the school, by the school, by the school, by the school,
most students most students most students less than three-
attain consistently attain levels attain levels that quarters of the
high levels that that are above are in line with students attain
are well above the age-related the age-related levels that are at
the age-related expectations. expectations. least in line with
expectations. the age-related
In lessons and in In lessons and in expectations.
In lessons and in their recent work, their recent work,
their recent work, most students most students In lessons and
most students demonstrate levels demonstrate levels in their recent
demonstrate of knowledge, of knowledge, work, less than
consistently skills and skills and three-quarters
high levels of understanding understanding of students
knowledge, skills that are above that are in line demonstrate levels
and understanding international with international of knowledge,
that are well above age-related age-related skills and
international expectations. expectations. understanding that
age-related are at least in line
expectations. Attainment in Attainment in with international
external tests external tests and age-related
Attainment in and examinations examinations is expectations.
external tests and has been above consistently in line
examinations has the age-related with age related There are
been well above expectations or expectations or significant gaps
the age-related improving over varies from year to in students’
expectations time. year. knowledge and
or consistently weaknesses
improving over in their
time. understanding.
Attainment in
external tests 19
and examinations
varies from
year to year or
is consistently
below age-related
expectations.

Quality of attainment illustrated below would be evaluated as outstanding.
• Using external and other appropriate benchmarks, students’ results, at all ages, are well
above age-related expectations.
• Most students demonstrate high levels of knowledge and understanding shown in the
consistently very high quality of their work, significantly beyond international age-related
expectation.
• The school has, over a number of years, raised attainment and/or maintained consistently
high standards of attainment for students.
Quality of attainment illustrated below would be evaluated as acceptable.
• In relation to benchmarks used by the school, almost all students’ test and external
examination results are at least in line with expectations for their age.
• Most students demonstrate knowledge, skills and understanding in the key subjects, in line
with international age-related expectations.
• There may be variation from year to year in external test results but, overall, students’
attainment is broadly in line with expectations for their age.
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1.2 Progress over time
Key aspects
• Progress against starting points, and over time
• Suitability of expected levels
Brief illustrative Assessment data Assessment data Assessment Assessment data

descriptions indicate that indicate that data indicate indicate that
most students most students that most less than three
consistently make make better students make quarters of the
much better than expected the expected students make
than expected progress in progress in the expected
progress in relation to their relation to their progress from
relation to their starting points. starting points. their starting
starting points. points.
Quality of progress illustrated below would be evaluated as outstanding.
• Assessment information shows that in relation to their assessed starting points, students
reach much higher levels of attainment than predicted.
• Most students make significant gains in their knowledge, skills and understanding. They
make links between subject areas demonstrating high levels of competence and applying
their skills successfully in unfamiliar learning contexts.
Quality of progress illustrated below would be evaluated as acceptable.
• Assessment information indicates that most students make expected progress in relation to
their starting points.
• Most students make acceptable gains in knowledge, skills and understanding. However, only
a few students make links to prior knowledge and lack confidence in applying their skills in
unfamiliar contexts.
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Attainment and progress are unlikely to be of acceptable quality if any of the
following apply:
• Students are working at a level well below what is expected for their age.
• The rate of students’ progress is too slow and a significant minority of students
do not make the progress of which they are capable.
• Very few students are able to apply their skills and knowledge in unfamiliar
contexts.
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2. How good is the students’ personal and social development?
Inspectors will make evaluations on the basis of the evidence they gather in relation to each
significant age group in the school, taking into account the students’ ages and scaling their
expectations accordingly. Inspectors will take account of any significant variations in the
performance of different groups of students, such as boys and girls and those of different
curriculum and different abilities.
2.1 Attitudes and behaviour
Key aspects • Observed attitudes and behaviour of students in and about the school
• Student–staff relationships
• Attendance
• Punctuality
Brief illustrative Students are Good behaviour Behaviour and The poor
descriptions self-disciplined, and relationships relationships are behaviour of a
respond very prevail acceptable. Rules few students
well to adults throughout the are respected. disrupts lessons
and resolve school. Students The school is and/or causes
difficulties in exercise self- orderly and safe. difficulties around
mature ways. control. Almost All but a few the school.
They always all students arrive arrive in good
arrive at school in good time for time for lessons Attendance for
and to lessons on lessons and at and at the start each semester or
time. the start of the of the day. term is less than
day. 92%.
Attendance for Attendance for
each semester or Attendance for each semester or
term is at least each semester or term is at least
98%. term is at least 92%.
96%.
23

The quality of students’ attitudes and behaviour illustrated below would be
evaluated as outstanding.
• Students’ attitudes to work and to others result in excellent standards of behaviour. Students
are self-disciplined, respond very well to their peers and adults and resolve difficulties
in mature ways. Almost all students are making very good progress in the development
of personal skills and self-confidence. Students show independence of mind and co-
operate well with others both socially and in their school work. Their behaviour and social
relationships show genuine concern for and tolerance of others.
• Students enjoy excellent relationships with staff. Students report that they feel safe, valued
and supported and this, in turn, leads to effective relationships amongst students.
• Levels of attendance are at least 98%. Students are punctual in arriving at school and for
lessons throughout the school day. Students are aware of the need for good attendance,
recognising the link between their attendance and achievement.
The quality of students’ attitudes and behaviour illustrated below would be

evaluated as acceptable.
• Students’ behaviour and relationships are respectful. Rules are valued and, as a
consequence, the school is a safe and orderly environment for learning.
• Student-staff relationships are based upon mutual respect, they are productive and
affirming. The students co-operate well with others and report that they feel safe, valued
and supported by staff in the school.
• Attendance is at least 92% and students are punctual.

Students’ attitudes and behaviour are unlikely to be acceptable if:
• There is any bullying or intimidation and lessons are disrupted by students.
• Students show little respect for teachers.
• In social areas and around the school students do not feel safe.
24 • Learning and teaching time is compromised through poor time keeping.
• Attendance for each semester or term is less than 92%.

2.2 Students’ civic understanding, their understanding of Islam and their
appreciation of local traditions and culture
Key aspects
• Students’
Students’ civic responsibility
• Students’ respect for and their appreciation and understanding of Islam
• appreciation of local traditions and cultures in the context of
Dubai’s multi-cultural society
Brief illustrative Students Students Students are Students have

descriptions demonstrate a understand their aware of their little or no
highly proactive responsibilities responsibilities as awareness of their
approach to as members of a part of a larger responsibilities
their roles and wider community; community. as part of the
responsibilities they take on They have a school community.
as members of positions of basic knowledge They have only
a community, responsibility of Islam. They a superficial
both in and out of in the school. appreciate the awareness of
school. They readily They understand contribution of Islam. They do not
assume positions and reflect on local traditions and appreciate local
of responsibility. the importance cultures to Dubai’s traditions and
They demonstrate of Islam in multi-cultural cultures nor multi-
an excellent contemporary society. culturalism.
understanding society. They
of Islam and appreciate the
its impact on multi-cultural
contemporary nature of Dubai
society in Dubai and value the UAE
and the wider national identity.
world. They respect
and appreciate
Islamic traditions,
heritage and
values. Almost
all students have
an excellent
understanding and
appreciation of 25
the multi-cultural
nature of Dubai
and the national
identity of the UAE.

Quality of civic understanding, understanding of Islam and local traditions and
culture illustrated below would be evaluated as outstanding.
• Students are responsible and contribute actively to the life of the school and the wider
community. In school and in their classes, students demonstrate maturity, high levels of
independence and show respect and consideration for the needs of others. They undertake
responsibilities in school through well judged and planned systems. The students show
care and consideration for others and develop the skills of active citizenship. Students’ civic
understanding is evident across all aspects of the curriculum.
• Students’ demonstrate a very good understanding of the Islamic faith. They understand
the relevance and impact of Islam on contemporary society in Dubai and reflect upon
key messages in relation to their own lives and experiences. Where appropriate,
students diligently put into practice what they learn from studying Islam and show their
understanding of the Islamic faith in practical actions.
• Almost all students understand and appreciate the multi-cultural nature of society in Dubai.
They demonstrate a mature grasp of cultural diversity. Traditions and local heritage are well
known and understood by students who recognise their importance, relevance and value to
people in the UAE.
Quality of civic understanding, understanding of Islam and local traditions and

culture illustrated below would be evaluated as acceptable.
• Students contribute to the life of the school and the wider community, through planned
responsibilities. They understand their roles as citizens though there may be a limited range
of opportunities in school to do so. In school and in their classes, students show respect and
consideration for the needs of others.
• Students demonstrate a basic level of understanding of the Islamic faith. They have a
secure understanding of the relevance and impact of Islam on contemporary society in
Dubai but need support to apply key messages to their own lives and experiences. Where
appropriate, students put into practice what they learn from studying Islam and show their
understanding of their faith in practical actions.
• Most students demonstrate an age appropriate understanding of the multi-cultural nature of

society in Dubai. They know about their culture and identity. However, their understanding
26 may be in isolation from other work or experiences and students may require support
to appreciate the meaning and relevance. Local traditions and heritage are known and
understood by students who recognise their value to people of the UAE.

Students’ civic understanding, their understanding of Islam and their appreciation of
local traditions and culture are unlikely to be acceptable if:
• Students do not assume any positions of responsibility in the school or do not

respect and value each other.
• Students have no, or only a superficial, knowledge or understanding of Islam.
• Students have little knowledge and understanding of the traditions of Dubai and the
UAE, and of the multi-cultural nature of modern Dubai.
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2.3 Economic and environmental understanding
Key aspects
• Knowledge and understanding of the nature of Dubai’s economic
planning and progress and its place in the UAE and globally
• Awareness of students’ own potential contribution to Dubai’s progress
• Knowledge and understanding of the implications of local and global
environmental issues
Brief illustrative Almost all students All students know All students know Students have
descriptions have a detailed how Dubai has how Dubai has only a superficial
knowledge of developed. Most developed. The knowledge of
how Dubai has students understand majority of students how Dubai has
developed. Most some reasons for have a basic, developed. The
students understand the changes in age appropriate majority is unaware
the reasons for Dubai and the other understanding of the importance
the changes. Most emirates. They of the economic of Dubai’s
older students are aware of the success of Dubai continued economic
have an excellent contributions which and the other progress and of
understanding of they may make emirates and how their potential
economics which to the continuing they may make contribution to it.
underpin the prosperity of the a contribution
success of Dubai UAE. towards that Students show
and the other continuing success. little concern for
emirates. Students Most students care their immediate
are positive about for their school and The majority of surroundings
their potential local environment. students take care and have limited
contribution They keep it clean of their immediate awareness
towards that and tidy. They take surroundings of important
success. part in activities and are aware of environmental
to improve the some important issues.
Almost all students
environment. environmental
show care for
issues.
their school and
Older students
local environment.
understand the
They seek ways
need to protect
to care for and
local, national and
improve the school
world resources.
environment. They
initiate and/or take
part in schemes
which support
sustainability and
conservation.
28 Older students
understand
that economic
decisions affect the
sustainability of the
environment.

The quality of students’ economic and environmental understanding illustrated
below would be evaluated as outstanding.
• Students demonstrate an advanced knowledge and understanding of the nature of Dubai’s

economic context. They have a very good understanding of the factors which characterise
the success of Dubai and the other emirates. Through well planned enterprise activities
and business projects, students acquire key skills. Students are positive about the potential
contributions they may make towards the success of Dubai.
• Students have a clear idea about the ways in which they may make positive contributions
towards the success and future prosperity of Dubai.
• Students show a very good understanding of environmental sustainability. They actively

seek ways to care for and to improve their school environment. They initiate or take part
in schemes to support conservation and understand that economic decisions affect the
sustainability of the environment.
The quality of students’ economic and environmental understanding illustrated

below would be evaluated as acceptable.
• Students have a basic knowledge of Dubai’s economic and social development. They
understand the key factors which characterise the success of Dubai and the other emirates.
• Students are positive about the potential contributions they may make towards the success
of Dubai.
• Students understand the importance of environmental sustainability. They take care of their
school environment. A few may take part in schemes to support conservation.
Students’ economic and environmental understanding is unlikely to be

acceptable if:
• Students have little or no knowledge of the nature of Dubai’s economic

development and its recent history in relation to the UAE and the world.
• Students are unable to recognise the contribution which they may make, or how
they may work within Dubai and the wider world. 29
• Students take no interest in looking after the school, they drop litter casually, or
deface school property; they have little knowledge about the importance of energy
conservation and world environmental concerns.

3. How good are the teaching and learning?
Inspectors will make evaluations on the basis of the evidence they gather in relation to
each significant age group in the school, taking into account the students’ ages and scaling
their expectations accordingly. Inspectors will take account of any significant variations in
the teaching of different groups of students, such as boys and girls, those of different
30

3.1 Teaching for effective learning
Key aspects
• Teachers knowledge of their subjects and how they are learned
• Effectiveness of lesson planning and management of time in lessons
• The use of available resources and space beyond reliance on textbooks
and other media
• Teacher–student interactions including the use of dialogue and
questions
• Teaching strategies to meet the needs of all students, including
students with special educational needs
Brief illustrative Consistently high Almost all teachers Most teachers More than a few
descriptions quality teaching know their subjects know their subjects teachers are
stems from well, how to teach well, how to teach insecure in their
teachers’ expert them and how them and how subjects and/or
knowledge of their students learn. students learn. how to teach them.
subjects, how to
teach them and Lessons are Lessons are well Lessons are poorly
how students learn. imaginatively planned and timed planned in most
planned and in most classes. classes. Resources
Lessons are skilfully time is used Resources are are not used
planned and well. Resources used appropriately appropriately
timed. Resources are deployed to support to support
are deployed effectively to enrich learning. Teaching learning. Teaching
creatively to enrich learning. Teachers’ occasionally results regularly results
learning. Teachers’ interactions with in passive student in passive student
interactions with students ensure participation. The participation.
students ensure they are active development of
they are always participants enquiry and critical Teaching strategies
active participants in achieving thinking skills is fail to address the
in achieving meaningful and inconsistent. needs of most
meaningful and relevant learning. students.
relevant learning. The development Teaching strategies
The development of enquiry and address the needs
of enquiry and critical thinking of most students.
critical thinking skills is a priority.
skills is a consistent
feature of practice. Teaching strategies
are designed to
Teaching strategies meet the individual
successfully meet needs of all 31
the individual students.
needs of all
students.

Quality of teaching illustrated below would be evaluated as outstanding.
• Teachers have excellent subject knowledge and are able to put this in a meaningful
context for the learners; they understand the difficulty of certain concepts and have a good
repertoire of exemplifications to reinforce their relevance to students. Teachers create a
positive learning environment, where they encourage the learners to feel respected and
valued.
• Lessons are effectively planned so that the purpose of activities is clear and learning is
reviewed as an integral part of the lesson. Lesson objectives are clearly stated and reviewed
at the end of the lesson so that learners have a clear sense of achievement; there is a good
balance of activities with the use, where appropriate, of whole class, individual and group
work. Tasks, activities and resources, are used to optimum effect.
• Teachers make full and effective use of many resources, including ICT, to vary their teaching
and promote active learning.
• Teachers are skilled in their use of questions and arouse students’ inquisitiveness, inspiring
them to want to find out more. Their questions are focused and often individualised for
particular students. They give time for reflection and require students to think deeply.
Teachers adjust the pace of learning as a result of students’ responses.
• Classrooms are well organised and the learning activities are very well matched to the
needs of individual students and groups with differing learning needs and abilities. The
tasks, activities and resources support and challenge all students to maximise their progress.
Teachers’ expectations are consistently high, and appropriate for students at all levels of
prior attainment. They expect students to take responsibility for their own learning and
promote collaboration or independent learning, as appropriate.
Quality of teaching illustrated below would be evaluated as acceptable.
• Teachers have sufficient subject knowledge and can share this at a suitable level with
students; they appreciate students’ needs and include appropriate examples in order to
establish relevance. There is a positive climate for learning where students are encouraged
to learn from their mistakes.
• Lessons are effectively planned so that the purpose of activities is clear. There is variation in
learning activities and time is allocated to review learning.
32
• Teachers make adequate use of additional resources beyond the textbooks.
• Teachers use questioning to test students’ understanding.
• Teachers recognise that different groups and individuals have different learning needs and
they adapt their methods and resources accordingly.

The quality of teaching is unlikely to be of acceptable quality if:
• Teachers have poor or inadequate subject knowledge and they have little
awareness of how students learn.
• Lessons are poorly planned and time is used unproductively; lessons are
monotonous with no variety.
• No resources are used other than textbooks or teacher-talk.
• Teachers make no use of questioning to check understanding.
• There are no arrangements to meet the differing learning needs of groups or

individuals.
33

3.2 Quality of students’ learning
Key aspects
• Students’ engagement in and responsibility for their own learning
• Students’ interactions and collaboration
• Application of learning to the real world and making connections
between areas of learning
• Enquiry and research skills
• Students’ critical and higher order thinking
Brief illustrative Students are Students enjoy Students have Students rarely
descriptions enthusiastic and learning and take positive attitudes work without
take responsibility responsibility for to learning and constant teacher
for their own their own learning. can work for direction and
learning in They are aware short periods lack interest in
sustained ways. of their strengths without teacher learning. They are
They focus well and and weaknesses intervention. easily distracted
are able to reflect and take steps Although they may and rarely reflect
on their learning to improve. Most be passive in their on their learning
to evaluate their students find learning, students to evaluate their
strengths and things out for can explain clearly strengths and
weaknesses. Most themselves and and confidently weaknesses. They
act on them in use ICT to support what they have do not know how
order to improve. their learning. They learned. They to improve their
They can find make connections have an adequate work. They cannot
things out from a with other learning understanding of find things out
variety of different and relate these their strengths and for themselves
sources and use to the real world. weaknesses and and lack ICT skills
ICT effectively They communicate how to improve. to support their
to support their their learning They occasionally learning. They
learning. Students to others. Most find things out for rarely make
make meaningful collaborate in a themselves. They connections with
connections with range of learning use ICT in limited other learning and
other learning situations. Higher ways to support do not relate their
and use these order and critical their learning. learning to the real
to deepen their thinking is a Students make world. They find it
understanding. developing feature limited connections difficult to discuss
Students of learning. between new their learning
communicate and previous and are unable
their learning learning and relate to collaborate
meaningfully, share learning to real life effectively in
achievements situations. They groups. Higher
and collaborate are able to work in order and critical
effectively in a groups. Students’ thinking is rarely
wide range of higher order and found in the
learning situations. critical thinking students’ learning
34 Higher order and is sometimes a experience.
critical thinking is a feature of learning.
common feature of
learning.

Quality of students’ learning illustrated below would be evaluated as outstanding.
• Students are motivated and eager participants in their learning. They are actively involved
in their own learning and development and show increasing skills as learners. Students are
aware of their progress and strengths in learning. The questions they ask show they are
making connections between new learning and what they already know. They are reflective
and analyse learning situations in order to discover the best solution. Their independence
shows itself particularly in the ways they use ICT.
• Students choose the best ways to complete tasks within group and individual settings
both in leading and supporting their peers. Through effective collaboration with others, by
contributing ideas and listening to one another, students demonstrate high levels of skills as
independent learners.
• Skills, knowledge and understanding acquired are applied confidently and accurately to
new learning contexts. Students demonstrate success in applying their skills to problems
reflecting real life situations. They are successful, confident, responsible learners.
• Students demonstrate proficiency in finding out new information and are able to
apply successfully their critical skills to tasks. Their work will often reflect maturity and
independence of thought and they can find things out for themselves by using books and
other resources, including ICT.
• Through the effective use of different sources of information, students are able to make
accurate and appropriate conclusions and present their learning with confidence. They make
connections between their learning in different parts of the curriculum.
Quality of students’ learning illustrated below would be evaluated as acceptable.
• Students occasionally take responsibility for and are active in their own learning. They do
what the teacher asks of them but are often passive listeners or watchers, or undertake
tasks which do not require much thought. While the majority of students work well in the
absence of close supervision, others lack motivation or are easily distracted. They are unclear
about what they need to do to improve. The students have only a general awareness of
their progress and strengths as learners.
• Students work collaboratively but the composition of groups may lack variety. Whilst working
in groups or teams, students, at times, lack the skills they need to co-operate and produce
good work. They do not always understand the importance of listening to each other in
order to make meaningful contributions.
• Students acquire knowledge and skills from a range of contexts but their understanding
may be less well developed. Consequently, students will only demonstrate success in their
35
learning in familiar contexts where they are required to repeat a procedure. When required
to apply their learning to new contexts, they may need high levels of support.
• Students
thinking.
demonstrate age-appropriate skills as learners but rarely exhibit skills in critical

The quality of students’ learning is unlikely to be acceptable if:
• A substantial proportion of students are not engaged in lessons and they are unable
to explain what they are doing.
• Students are unable to work collaboratively.
• Students cannot relate the learning to their lives.
• Students are unable to find things out for themselves.
• Students make no connections between their learning in different parts of the

curriculum.
36

3.3 Assessment
Key aspects
• Assessment as part of the teaching and learning processes
• school
Assessment methods and arrangements for record-keeping, including
policy and its implementation
• Use of assessment information by teachers and students
• assessment
Quality of feedback, including the marking of written work, and use of
data by teachers and students to inform teaching and learning
• Level of teachers’ knowledge of their students’ strengths and weaknesses
Brief illustrative A thorough Consistent Assessment is Assessment is not

descriptions programme of and effective used to monitor well developed
assessment and assessment the achievements and may be largely
review, including practices are of students, to restricted to
students’ own in place for indicate what they summative tests.
assessments of monitoring have learned,
their work, is students’ progress. to involve them Record keeping
used consistently All staff use them in evaluating is poor and
throughout the to focus sharply on their work and assessment is
school. Teachers how students are to help them to rarely used to
are effective in doing and what understand what modify teaching
helping students in they need to do to they need to do or the curriculum
recognising what improve. next. provided for
they need to do to students.
improve. Some adjustments There are
to lessons are organised Students are not
Assessment data made on the basis procedures for given sufficient
are used well to of assessment record-keeping feedback on their
inform planning. information. but information performance –
may not be used either orally or
Record-keeping Students are effectively by through teachers’
is detailed, involved in teachers to plan marking of their
comprehensive and assessing some the learning of written work.
used effectively by aspects of their students.
all staff to meet own work. Teachers do not
students’ learning Feedback to have sufficient
needs. Organised and students is given knowledge of
thorough record- regularly but the students’ progress
Feedback to keeping reflects quality of marking and achievements.
students is students’ progress is variable.
comprehensive in relation to
and teachers expectations. Teachers have
have a thorough some knowledge
knowledge of Feedback to of individual 37
students’ strengths students is good. students’ strengths
and weaknesses. Teachers have a and weaknesses.
good knowledge of
individual students’
strengths and
weaknesses.

Quality of assessment illustrated below would be evaluated as outstanding.
• Assessment is used as tool for teachers to plan each step of learning. An assessment is
made of each student early in their time at school in order to diagnose their capacity
for learning and to identify any special needs and special talents. Throughout their time
at school, assessment is used to check on progress and give feedback to the students.
Periodically formal tests are conducted and the results compared with international
benchmarks.
• Data from assessment are collected and analysed to identify strengths and weaknesses in
students’ attainment and to identify trends. Actual attainment is compared with predicted
attainment and strengths in provision can be ascertained. All teachers have access to this
information and use it to evaluate the effectiveness of the curriculum and their teaching.
Whole school and individual targets are set and students’ performance is monitored to
ensure students are meeting short and long term targets.
• When teachers assess students’ work and mark their books, their comments are constructive
in helping students know what their next steps should be. Staff also use the analysis of
data to plan lessons and address the individual learning needs of all students. Students and
parents are regularly involved in well judged target setting procedures which help clarify
clear learning goals for each student.
• Students use objective criteria to evaluate their own and each other’s work and to identify
the next steps. Informal assessment during lessons, through for example questioning by the
teacher, adds to the overall picture of students’ attainment and progress.
• Teachers have an excellent knowledge and understanding of individual students’ strengths

and weaknesses.
Quality of assessment illustrated below would be evaluated as acceptable.
• Students know the results of assessments and understand the nature of their strengths and
weaknesses. The school undertakes some analysis of the test results to identify patterns of
attainment.
• Students may be given oral feedback on their work. For example, there may be some oral
feedback. Exercise books are marked regularly but there may be few informative comments
about how to improve.
38
• Students evaluation of their own and other’s work is not a regular feature of the school’s
assessment procedures.
• Teachers have some understanding of the different performances of certain groups and
individuals, but this is underdeveloped.

The quality of students’ learning is unlikely to be acceptable if:
• The students are unaware of the results from assessments.
• Teachers make no use of the assessment results to modify their work.
• Teachers give no feedback to students and they seldom mark students’ work.
• No use is made of benchmarking (either national or international) to review

students’ performance in a wider context.
• Teachers have a poor knowledge of students’ individual achievements and their

learning needs.
39

4. How well does the curriculum meet the educational needs of
all students?
the provision for different groups of students, such as boys and girls and those of different
4.1 Curriculum quality

Key aspects
• Breadth and balance
• Review and development
• Continuity and progression
• Cross-curricular links and extra-curricular activities
• Curriculum links with the community and local environment
Brief illustrative The curriculum has The curriculum has The curriculum is The curriculum
a clear rationale. It a clear rationale. It soundly planned, rationale is unclear
descriptions
is relevant, broad, is broad, balanced broad and balanced. and is mostly
balanced and and challenging. There are no dictated by the
challenging. There is Progression is significant gaps in text books. There
evident progression planned and there content but there is discontinuity in
and choice in is some choice in may be limited the curriculum in
learning for all learning for almost choice for certain some subjects from
students. all students. groups of students. year to year and
significant gaps in
The curriculum is The curriculum is The curriculum is content. It is neither
reviewed regularly reviewed annually reviewed from broad nor balanced.
and systematically. to ensure all time to time. Plans
Transitions between students’ needs are exist to promote There is no
sections and met. Transitions progression and systematic review
phases ensure that between sections cross-curricular links of the curriculum to
all students are and across schools are evident across ensure that learners’
well prepared for ensure that most a limited range of needs are met.
the next stage of students are well contexts. Extra-
education. Cross- prepared for the curricular activities There are limited
curricular links next stage of exist but are limited extra-curricular
are promoted and education. Cross- in range. activities and few
extensive extra- curricular links and opportunities to
curricular activities extra-curricular There are a few learn beyond the
are available. activities enhance opportunities classroom.
learning. for students to
40 Regular planned learn within the
opportunities exist There are regular community and
for students to opportunities local environment or
learn within the for students to beyond.
community and learn within the
local environment or community and local
beyond. environment.

Quality of the curriculum illustrated below would be evaluated as outstanding.
• The curriculum has a clear rationale based on shared values. Its programmes, courses,
syllabi and activities promote challenge, enjoyment, progression, relevance, coherence,
personalisation and choice in learning for all students. The curriculum has breadth and balance
across and within each of its various elements. The curriculum consistently includes creative,
physical and practical experiences. All key subjects are given the appropriate amount of time.
• The curriculum is regularly reviewed and updated as part of the school’s self-evaluation
process and takes account of the views of students and parents. Staff reflect on the range and
quality of the curriculum and the impact of the experiences on students and the outcomes
they achieve. As a consequence, curriculum innovation is well planned and ensures that the
needs and interests of all students are met.
• Planning across the phases of education, both within the school and at the point when
students transfer to the next school, prepares students well. It ensures that previous learning
is taken into account when preparing for the arrival of new students.
• Cross–curricular themes are systematically and deliberately planned to ensure that students’
skills across a range of subjects are developed in meaningful and interesting contexts. A wide
range of extra-curricular activities allows students to extend their learning and interests.
• Through a strong sense of the school’s shared curricular values and carefully planned
opportunities to work with the local community, students are creative and enterprising. Older
students are very well prepared for the world of work and further education.
Quality of the curriculum illustrated below would be evaluated as acceptable.
• The curriculum is based on a clear rationale and values. It is generally broad and balanced
across and within each of its various elements. The curriculum is largely driven by textbooks.
• The curriculum is regularly reviewed but revisions and adaptations are not always
implemented as a result of this work. Most students’ needs are met.
• Planning across the phases of education, within the school and at the point when students
transfer to the next school, builds on previous curriculum content. However, students are not
always well prepared for the next stage of their education. The previous learning of new
students is not taken fully into account.
• There is limited development of cross-curricular themes. Opportunities are not always taken to
make useful connections between subjects and aspects that would promote greater coherence
in the curriculum. Extra-curricular activities occur from time to time. Participation and access
41
may not be possible for all students.
• The school is aware of its place in the community but makes limited use of its surroundings
to enhance the curriculum. Visits and other activities are organised but not always effectively
integrated with the learning experience. There is occasional collaboration with local
businesses.

The quality of the curriculum is unlikely to be acceptable if:
• Any stated key requirements are not provided.
• It fails to cater adequately for the educational needs of particular groups of students.
• There is no systematic review.
• There is discontinuity from year to year and between phases.
• Opportunities for promoting essential knowledge, understanding or skills are

neglected.
42

5. How well does the school protect and support students?
the provision for different groups of students, such as boys and girls and those of different
5.1 Health and safety

Key aspects
• school,
Arrangements to ensure health, safety and security in all parts of the
on school transport and in other environments used by the school
• Suitability of premises and facilities
• and
Quality of maintenance and record keeping; for example, fire drills
administration of medicines, together with records of incidents and
subsequent actions
• Provision for and promotion of healthy lifestyles
• Care and welfare of students including child protection
Brief illustrative The school Frequent thorough Requirements for Policies for
descriptions consistently and checks are made maintaining the health and
in all respects and acted upon to health and safety safety are poorly
provides a fully make sure that a of students are implemented.
safe, hygienic safe environment met. Buildings and Health and
and secure is maintained. equipment are safety checks are
environment for Buildings and secure, safe, in irregular and not
students and equipment are sound repair, well rigorous. Some
staff. Buildings hygienic and maintained and parts of buildings
and equipment kept in a good clean. Students or equipment
are maintained state of repair. are kept safe are unsafe and/
in excellent The students are throughout the or unhygienic.
condition. well supervised school day and Supervisory
in classrooms, accidents are rare. practices are
Excellent
playgrounds, as weak.
supervision of The majority of
they move round
students prevails staff and students Arrangements for
the school and on
at all times. are aware of child protection
school transport.
All staff and child protection may exist but
students are Most staff and arrangements. these are not
aware of child students are widely known.
protection aware of child 43
arrangements. protection
arrangements.

Quality of health and safety illustrated below would be evaluated as outstanding.
• There are very effective arrangements in place and these ensure that students are kept safe.
Staff fully understand their roles and responsibilities in ensuring health and safety. Practical
measures are in place to protect students including, for example, appropriate arrangements for
school transport. Students state that they feel safe in the school.
• The school premises, equipment and resources are excellent and very well suited to the
educational needs of all students. They ensure that students are safe at all times whilst
participating in a wide range of challenging and motivating educational experiences.
• Comprehensive records are kept of regular and routine fire drills, evacuation procedures and
other incidents, with clearly stated action taken, to prevent their recurrence. Medical staff are
vigilant in their care of students. Routine checks are carried out and detailed records kept.
Relevant medical information is shared with staff in the school in a systematic way to ensure
students’ medical care at all times whilst they are working with different school staff. Medication
is kept in a locked room or cabinet and all staff are well-informed about how and by whom it
can be administered. Students with special educational needs are provided with the specialist
support to enable them to make a full contribution to the life of the school.
• Promotion of healthy lifestyles is a systematic part of the school’s provision for students and
their families and covers advice on food choices as well as the opportunity to take part in
physical education and sport.
• Child protection arrangements are clearly defined and understood by all students, staff and
parents. The school has very effective arrangements to protect students. Staff deal sensitively
and effectively with students’ needs and concerns.
44

Quality of health and safety illustrated below would be evaluated as acceptable.
• There are effective arrangements in place to ensure that students are kept safe. Staff understand
their roles and responsibilities in ensuring health and safety. Practical measures are in place to
protect students and arrangements are reviewed to ensure that they are effective. Most students
state that they feel safe in the school.
• The school premises, equipment and resources are suitable and provide a safe environment for
students.
• Records of health and safety procedures are up to date and appropriate risk assessments are
completed in relation to visits and potentially hazardous activities. Routine fire drills and other
evacuation procedures take place. There are sufficient medical staff to carry out routine checks.
Medication is kept locked away and all staff know how and by whom it can be administered.
Students with special educational needs are mostly given the specialist support they need.
• The school has built into its curriculum opportunities for students to take part in physical activity
in support of a healthy lifestyle. Parents are, at times, involved in school activities which raise
awareness of healthy living.
• Child protection arrangements are in place but the responsibility for their implementation may
be in the hands of a few senior staff or members of the administration.
The quality of health and safety is unlikely to be acceptable if:
• Policies and procedures for health and safety, including those for school transport,
are poorly implemented.
• Health and safety checks are irregular and/or not rigorous.
• Some parts of the school buildings or school equipment are unsafe and/or
unhygienic.
• Supervisory practices are weak.
45

5.2 Quality of support
Key aspects
• Staff–student relationships
• Student advice and support, including guidance regarding future
education and career paths
• Staff handling of behaviour issues
• Tracking
progress
and supporting students’ overall well-being and academic
• Management of student attendance and punctuality

Brief illustrative Staff have Students’ Teachers know The school is
descriptions very good educational their students’ slow to diagnose
relationships and personal needs well. and respond to
with all students. well-being is a Teachers show students’ needs.
Individual high priority for students respect Assessment
students’ staff. There are and respond to and care
academic well-developed their personal arrangements
progress systems for and academic are weak or
is tracked tracking students’ needs with are not applied
effectively academic appropriate consistently. The
to provide progress and advice and students receive
individualised for giving good guidance. insufficient
guidance advice and advice and
and support. guidance. guidance.
Consequently
changes in
students’
well-being
and personal
circumstances are
monitored and
the information
is used to provide
effective support.
46

Quality of support illustrated below would be evaluated as outstanding.
• Teachers know all their students well, including those who find learning difficult, and are
fully aware of their individual social, physical, emotional and intellectual needs. Teachers
have very good relationships with students and respond to them in supportive ways.
Mutual respect, trust and confidence characterise interactions between and among staff and
students. All members of the school community demonstrate care and concern for the needs
of others at all times.
• All students have ready access to known and trusted members of staff who provide well-
informed advice and guidance about a range of important matters, including their academic
progress, health and future career. Students’ questions, needs and concerns are handled
sympathetically and, when appropriate, in confidence. Students have recourse to an
effective complaints procedure. High quality advice and guidance results in actions that bring
about improvements in student performance.
• The school’s approach to managing behaviour is clearly defined and well understood by the
students and the whole staff, who implement the policies wisely and are supported fully by
the senior management team. Students are involved in discussions about the effectiveness
of the approaches used and contribute their views constructively. Although the behaviour
of almost all students is exemplary, firm action is taken when necessary. Parents receive
comprehensive information about the school’s expectations of standards of behaviour and of
how staff will deal with any instances of misbehaviour. External agencies provide effective
specialised support to individual students and their families when required.
• The school maintains highly effective processes for checking the academic and personal
development of all students. The teachers monitor and record students’ progress efficiently
by regularly assessing their written, oral and practical work. They frequently discuss with
students the rate of their progress and how they can achieve key targets. Action is taken as
necessary to ensure improvement. Reports to parents are expressed in positive language
and set out clearly what the students are doing well and the respects in which their work
needs to improve. Students and parents comment on these reports and respond well to
them.
• The school keeps accurate records of attendance and punctuality. Prompt action is taken
when levels fall and parents fully recognise and support the importance of maintaing high
levels of attendance and punctuality. Parents are contacted immediately when students fail
47
to arrive when expected.

Quality of support illustrated below would be evaluated as acceptable.
• Teachers know most of their students well and are aware of their social, physical, emotional
and intellectual needs. They have good relationships with students and respond positively to
them. Teachers and students respect one another and generally show care and concern for
the needs of others.
• Students receive advice and guidance from staff on a range of matters, including their
educational progress, health and future career, and most feel confident to ask adults for
help. Students’ questions, needs and concerns are usually dealt with efficiently and, when
appropriate, in confidence.
• The school has an effective approach to managing the behaviour of its students. The
staff know how to implement the policies and are supported in doing so by the senior
management team. Parents receive information about how staff will deal with any instances
of misbehaviour. External agencies are involved in supporting individual students and their
families as necessary.
• Teachers monitor the rate of students’ progress by assessing their work, but they may not
always do so regularly or systematically. This is not always linked to tracking of personal
development. Reports to parents set out the student’s strengths and areas for development.
• The school records attendance and punctuality but may not systematically analyse the
data. Monitoring procedures are known to students, staff and parents and are intended to
ensure the safety and well-being of the students. Parents receive feedback about improved
attendance and punctuality and understand the action the school takes when it is required.
The quality of support is unlikely to be acceptable if:
• There are antagonistic relationships between staff and students.
• Advice, support and guidance are uninformative.
• Inappropriate behaviour management strategies are used.
48
• There is no tracking to support students’ academic progress.
• Arrangements to manage student attendance and punctuality are absent or

ineffective.

6. How good are the leadership and management of the school?
Inspectors will make evaluations on the basis of the evidence they gather in relation to the
leadership and management of the school as a whole and of key sections within it.
6.1 Quality of leadership

Key aspects
• Leadership qualities
• Professional competence and commitment
• Vision, direction and guidance
• Development of relationships, teams and leaders at all levels
Brief illustrative Leadership and Leadership and Leadership and Leadership and
management are management provide management management
descriptions
good or better in a clear sense of are satisfactory exert little positive
all respects and direction. Senior overall. Leaders influence over the
dedicated to high staff focus strongly are competent and way the school
standards. Leaders on raising standards. committed. works. Leaders pay
set a clear direction The staff team shares insufficient attention
and empower the common purpose and The roles of leaders to, and have little
teachers. vision. are defined. Some impact on, standards.
members of staff, Leadership and all
There is a clear Leaders share other than senior decision making
focus in the school responsibilities with leaders, have resides wholly
on consultation and middle managers and defined roles and with the principal.
collegiate working staff as necessary. responsibilities. Most Teams and staff are
and this secures Effective teams of the staff show a underdeveloped
high levels of are evident in strong commitment and there is no plan
commitment from many areas of the to the ethos of the for professional
staff. The school is school and they school, its values and development. There
successful in creating are accountable for success. Performance is no commitment
an ethos of collective ensuring quality management to or leadership of
responsibility and outcomes. The arrangements are change. The school
mutual support. teams are successful in place, but they is only reactive to
Effective performance in identifying may not sufficiently external demands
management professional inform professional and merely repeats
arrangements development needs development. The routines from year
help the school to through effective school analyses its to year with little
evaluate accurately performance performance and acknowledgement
and address the management uses the results to of the need for
professional needs systems. inform change. improvement or
of staff and fulfil the change.
aims of the school. Leaders have the Leaders are not
capacity to devise complacent and Leaders may be
Leaders are observant practical strategies they are aware that complacent, insecure
and perceptive, to secure further further improvements or insular, and their
with the capacity to improvement. can be made. capacity to improve
49
plan, anticipate and They demonstrate the school is limited.
solve problems and the capacity to
further the school’s make required
development. improvements.

Quality of leadership illustrated below would be evaluated as outstanding.
• Senior staff are highly effective, skilled practitioners and display a high level of professional
competence. They communicate a clear view of the school’s aims so that all staff are clear
and committed to their parts in achieving the school’s vision. The roles of senior staff are
clearly defined, understood and aligned to school priorities. Senior leaders in the school
influence decision-making and initiate and lead improvement activities. School leaders
ensure that the focus for development priorities results in improved learning outcomes for
students.
• All staff in the school are committed to planning and implementing strategies for
improvement. Change is led and managed effectively and strategically by prioritising
and focusing on a manageable number of high priority initiatives, involving stakeholders
in the process. Analytical appraisal of all aspects of performance leads to the successful
implementation of change.
• The school works with students, parents and other stakeholders to develop and shape
a shared vision. This is communicated effectively to all stakeholders. The work of the
school gains direction from the clear values and aims. Staff in the school regularly review
the vision, values and aims and this results in a strong sense of purpose throughout the
school. Staff take full account of the schools’ vision, values and aims when developing new
initiatives.
• There is a clear focus in the school on consultation and collegiate working and this secures
high levels of commitment from staff. When necessary, the leaders of the school drive
forward improvement directly. Distributive leadership builds and empowers individuals
and teams. There is a high level of competence and commitment at all levels. The school
is successful in creating an ethos of collective responsibility and mutual support. Effective
performance management arrangements help the school to evaluate accurately and address
the professional needs of staff and fulfil the aims of the school.
50

Quality of leadership illustrated below would be evaluated as acceptable.
• Senior staff discharge their duties competently. They communicate the school’s aims but
staff are unclear about how initiatives relate to the school’s vision. The roles of senior staff
are defined, but not always aligned to school priorities. Senior leaders contribute to decision-
making but rarely initiate and lead improvement activities. School leaders ensure that some
development priorities result in improved learning outcomes for students.
• Most staff in the school are committed to planning and implementing strategies for
improvement. The school has analysed aspects of performance and use the results to inform
change within those aspects.
• The school consults students, parents and other stakeholders when developing the school
vision but there is no analysis of this consultation and it does not inform the vision. All staff
are aware of the school values and aims. The school lacks a formal process to review the
vision, values and aims. Some staff take account of the schools’ vision, values and aims
when developing new initiatives.
• There is a variable focus in the school on consultation and collegiate working and this results
in mixed levels of commitment from staff. There has been some allocation of leadership
roles and additional professional development to a few staff. There are variable levels of
competence and commitment at all levels. Performance management arrangements are in
place and confirm lines of responsibility and accountability.
The quality of leadership is unlikely to be judged as acceptable if:
• The quality of the senior leadership is weak and has little impact on the life of the
school.
• The leadership lacks professional competence, there is complacency about standards

and quality, and commitment to improvement is lacking.
• The vision is not explicit and/or it is not known or shared amongst all stakeholders
and, consequently, the direction is unclear.
• No leadership and management responsibilities exist beyond the senior leadership

team.
51

6.2 Self-evaluation and improvement planning
Key aspects
• Processes for school self-evaluation
• Monitoring and evaluation of the school’s performance, including
teaching and learning
• The processes and impact of school improvement planning, including
post-inspection plans

Brief illustrative Systematic and Through effective The school’s Self-evaluation is
descriptions rigorous self- self-evaluation, priorities are poorly developed
evaluation is which takes into based on sound so managers
embedded in account the views analysis of its do not have a
the school’s of parents, school performance. The realistic view
improvement leaders know work of the school of the school’s
planning and in their school well. is monitored, strengths and
its practice at all They use the including the weaknesses.
levels. Strategic outcomes to plan performance of Planning for
thinking is and take effective staff and students, improvement
clear. Ambitious action promptly to and actions are is not based on
improvement make necessary taken. There is realistic priorities.
planning combines improvements. evident progress Little or no
successfully There has been in addressing progress has
with achievable significant most of the been made in the
goals. All the progress in recommendations implementation
recommendations addressing from the previous of the
from the previous all of the report. recommendations
inspection have recommendations from the previous
been met in full. in the previous inspection.
report.
52

Self-evaluation and improvement planning illustrated below would be evaluated as
outstanding.
• Staff are fully involved in systematic self-evaluation, which has the explicit purpose of improving
the quality of students’ experiences and their standards of attainment. Self-evaluation is rigorous
and generates valid and reliable evidence, which contributes significantly to procedures for
assuring quality. Its results are used effectively to identify a realistic and achievable number of
priority areas for action. Performance measurement and review take appropriate account of best
practice as embodied in local and national guidance. Positive steps are taken to gather the views
of parents, students and others about the quality of service provided by the school, and effective
action is taken in response. Parents, students and others help to identify the school’s strengths,
development needs and planning priorities. Information from staff review and other sources is
used to inform the school’s self-evaluation and planning process.
• Senior staff monitor teachers’ plans, evaluate students’ classroom experiences, track students’
attainment and evaluate their progress towards meeting agreed targets. Senior managers
systematically monitor the effectiveness of staff teams. Staff rigorously monitor and evaluate
progress in implementing the improvement plan and in meeting agreed targets.
• Self-evaluation provides valid, comprehensive and reliable evidence for identifying key priorities
for the preparation of the improvement plan and involves staff, parents and students as
appropriate. The strategies adopted in the plan are fit for purpose, implemented thoroughly and
intelligently and result in genuine improvement. Arrangements for reporting on the standards
and quality of the school always include a focus on the impact of developments. The objectives
of the action plan rising from the previous inspection report are being met.
53

Self-evaluation and improvement planning illustrated below would be evaluated as
acceptable.
• Evidence to support self-evaluation is gathered from a range of sources. It is analysed and

provides a workable basis for procedures for assuring quality. Information from staff review and
other sources feeds into the planning process.
• Performance measurement and review take account of best practice. The school receives
feedback and takes formal steps to find out what parents, students and others feel about the
quality of service, and engages them in consultation. The outcomes of feedback received are
visible in subsequent action. Promoted staff evaluate the school’s work and use a range of
methods, which include a focus on the quality of students’ experiences and their attainment.
Senior managers have an overview of the work of staff teams and evaluate their effectiveness
by focusing on the outcomes of their work. Progress towards meeting targets in the
improvement plan is evaluated.
• The school prepares an improvement plan on the basis of a limited range of suitable evidence.
There is evidence that recent plans have brought about intended improvements. Reports on the
standards and quality achieved by the school are mainly descriptive, but include evaluations of
some developments, and refer to areas for improvement as well as strengths.
Self-evaluation and improvement planning are unlikely to be acceptable if:
• Self-evaluation is regarded as the responsibility of senior managers and does not

involve a significant number of staff.
• The evidence gathered is too narrowly focused and does not include any outcomes
of staff review.
• Self-evaluation lacks rigour and is not systematic; some areas receive frequent
attention while other key areas are neglected.
• The school does not consult or act on any feedback it receives.
• Evaluation methods are limited in scope and do not focus on the quality of students’
experiences and standards of attainment, or on improving these.
54
• Targets in improvement planning are too many, unrealistic and unachievable.
• Progress towards meeting agreed targets for improvement is not evaluated, and
there is little evidence of the impact of the improvement plan.
• Reports on the standards and quality of the working of the school do not accurately
identify strengths and areas for improvement, and are descriptive rather than
evaluative.
6.3 Partnership with parents and the community
Key aspects
• Parents’ involvement with their children’s learning and the work
of the school
• Procedures for communicating with and reporting to parents
• The school’s role in the local and wider community
Oustanding Good Acceptable Unsatisfactory
Brief illustrative There are highly The school has There are some The school
descriptions productive productive links established links does not have
links with with parents, with parents, sufficient links
parents, which which strengthen which support with parents,
help improve students’ learning students’ from which
their children’s and contribute to progress and students would
learning and raise good standards. personal benefit.
standards. development.
Relevant links The school has
Both school with the wider There are some no effective links
and community community, productive with outside
benefit from including other links with other organisations and
strong and schools, impact schools and the other schools.
extensive positively on local community,
partnerships, the educational including local
including those experiences of all businesses.
with other students.
schools that
effectively
support students’
development.
55

Quality of partnership with parents and the community illustrated below would be
evaluated as outstanding.
• Parents are highly supportive of the school and the senior leadership team. They participate
in the life of the school in a planned and purposeful manner. They are actively encouraged
to be partners in their children’s learning in a variety of ways, including, for example,
with homework, classroom activities, participation in out-of-school activities and in school
governance. The success of these measures is evident in the good attendance by parents at
school consultation events. Parents are consulted about the work of the school on a regular
basis and their views are valued. When developments are planned, the views of parents are
influential in defining priorities.
• The school uses a wide range of effective methods, including ICT, to communicate with
parents. These methods take full account of the home language of parents. Parents receive
regular reports regarding their children’s progress and attainment. These give helpful
information to parents regarding the students’ achievements and targets for improvement.
The school gives all parents regular and useful summaries of school priorities for the future
and parents report high levels of satisfaction with the opportunities they have to contribute
to their children’s learning and progress.
• Both school and community benefit from a very strong partnership that effectively supports
students’ development. The school actively seeks links with external partners, including
other schools, businesses and community organisations. Such links are productive in
enhancing and improving students’ learning experiences. Members of the local community
are very supportive of the school, and help to provide additional resources for learning
as well as a significant number of opportunities to enhance the curriculum through, for
example, visits of students, visiting speakers to the school and work experience.
56

Quality of partnership with parents and the community illustrated below would be
evaluated as acceptable.
• The school informs parents regularly on matters relating to their children. Parents are invited
to respond and play their parts as full partners in learning; parents are aware of the school’s
priorities and their views are sought on school development and improvement planning.
Many parents attend school consultation events. The views of parents are influential in the
school’s shaping of new policies and priorities for improvement planning.
• Established and reliable means are in place to communicate with parents – for example,
they are contacted immediately in the event of unexpected absence. The school does not
solely rely on letters conveyed home by students in order to communicate with parents.
Parents feel welcome at the school and, when they have a problem, all of their concerns are
satisfactorily addressed by the school.
• Productive links exist with the local community, including the local business community;
these links enhance the quality of learning and contribute towards improved resourcing and
curriculum opportunities.
The quality of partnerships with parents and the community is unlikely to be

acceptable if:
• Parents are not encouraged to active partners in learning.
• Parents do not feel welcome at the school.
• Parents are not involved in the development of new policies.
• Arrangements for reporting are poor, and the parents are not sure how well their
children are doing at school.
• There are few, if any, links with other schools and the local community.
57

6.4 Governance
Key aspects
• Providing advice and guidance, and ensuring accountability
• Representation reflecting the school community
Brief illustrative Effective The governing The governing The school does
descriptions governance body/advisory body/advisory not benefit
makes a group exerts group is in place from effective
significant a positive and ensures governance.
contribution to influence on that statutory
the leadership the work of the requirements are There are no
of the school. school. It plays met. arrangements
It works a significant role in place to help
successfully in in leading school The school is school leaders
support of the improvement. accountable to and stakeholders
educational the governing review and
leaders. The school is body/advisory evaluate the
accountable to group for some work of the
The school is fully the governing aspects of its school.
accountable to body/advisory performance and
the governing group for its quality. The school is not
body/advisory performance and accountable to
group for its quality. The membership parents and other
performance of the governing stakeholders for
and quality; the The membership body/advisory its performance
school reports of the governing group includes and quality.
to the governing body/advisory representation
body/advisory group includes from certain
group on a representation stakeholders.
regular basis. from many
stakeholders.
It includes wide
representation
from all
stakeholders.
58

Quality of governance illustrated below would be evaluated as outstanding.
• The governing body/advisory board provides strategic guidance to the school and holds
the leadership of the school to account for its performance. The school gives sufficiently
regular and detailed accounts of its performance to the governing body/advisory board
and includes comprehensive information regarding the achievement of students and future
school priorities. Governance in the school is effective in ensuring that the school meets its
commitment to parents.
• The school has a governing body/advisory board which is representative of the school
community and the context in which it operates. It provides an objective and independent
view of the school. There are effective processes in place to ensure that governance in the
school reflects the views of all stakeholders. The governing body/advisory board meets
regularly to review the schools’ work and the meetings are fully minuted and relevant
information is distributed amongst stakeholders. This leads to informed and responsive
decision-making, helping to direct change and manage school resources efficiently.
Quality of governance illustrated below would be evaluated as acceptable.
• The school has a governing body/advisory board, or has well developed plans to establish
such a group. The governing body/advisory board includes some representatives of
the school community and the context in which it operates. It provides information to
parents via notices, the school website and meetings. It informs about its structure and
responsibilities, and provides opportunities for parents to influence decision making that
affects student outcomes.
• If a governing board does not yet exist, there is a planned timeframe to ensure that a new
governance structure will be in place within the current academic year. While a revised/
new governing body/advisory board is being developed, the school is seeking increased
involvement from parents and other stakeholders regarding its performance. The school
ensures that most statutory requirements are met.
The quality of governance is unlikely to be acceptable quality if:
• There are no plans for the school to form a consultative body to oversee its work,
take part in decision-making or offer advice.
59

6.5 Staffing, facilities and resources
Key aspects
• Sufficiency of suitably qualified staff and their effective deployment
• including
Appropriateness of the premises and the overall learning environment,
off-site facilities
• Use of the space and resources for effective teaching and learning
Brief illustrative All teachers are Teaching staff are There is enough The school is not
descriptions well qualified well qualified, with staff and their adequately staffed
and suitably a suitable number breadth of expertise and/or the premises
experienced. There of support staff to is sufficient to cover are unsuitable or
is a comprehensive enhance learning. all subjects. Their deficient. Access
range of ancillary Deployment is deployment is for those with
staff to support efficient and mostly appropriate additional needs
learning. Staff effective. but there may be is limited. The
members are inequitable teaching absence of suitably
deployed effectively The premises and loads across the qualified staff,
and the creation of specialist facilities school. appropriate facilities
innovative staff roles are sufficient and of or learning resources
The premises are
may enhance the good quality; they adversely affects
adequate but
learning experiences enhance learning. students’ learning
specialist facilities
of students. All areas for learning and impedes
are somewhat
are accessible to their progress and
The premises are restricted. Access
students, including attainment.
of the highest into and within the
those students with
quality, with many school premises
additional needs.
specialist facilities is appropriate
The library/resource
that are designed for all students
areas are used well
well to allow access including those with
and stocked with
for all. The library/ additional needs.
appropriate learning
resource areas
materials. There are enough
contain good quality
appropriate
and appropriate There are sufficient resources, including
learning materials resources for ICT, to enhance the
and are used learning, including learning. The use of
well to promote ICT to support and some resources may
independent study. enhance students’ be inefficient with
Resources for work, including limited impact on
learning, including independent study. learning.
ICT, are plentiful. These resources
Their deployment promote high
and use are carefully quality learning and
monitored in order a degree of student
to verify their independence
effectiveness in as students use
60 resources to explore,
terms of enhanced
learning outcomes. research and
reinforce concepts.

The staffing, facilities and resources illustrated below would be evaluated as
outstanding.
• There are sufficient, appropriately qualified teachers to provide a curriculum of high

quality for all students, including provision of support from specialist agencies for those
with additional learning needs. Teachers are complemented in their work by the provision
of sufficient support staff and other professionals, as appropriate. Teachers’ skills and
experience are used effectively. The school has ready access to appropriately qualified supply
staff and has good arrangements for ensuring that they are able to operate effectively when
they are in the school. There is a very good balance of experience among staff. Individual
members of staff are well qualified and, taken as a whole, they have qualifications, skills
and training relevant to their responsibilities and the needs of the school and its students.
Teachers are knowledgeable about the processes of child development and learning.
Teachers and support staff are deployed effectively.
• The premises and facilities provide a safe, pleasant and stimulating environment, well suited
to supporting the curricular and extra-curricular activities of students, the work of staff, and
social and leisure activities. Appropriate space is available for the size of the classes. There
are suitable work areas for teachers and adequate social provision for students. Storage
provision and facilities for display are plentiful and convenient. Accommodation is very well
maintained. Fixtures, fittings and furniture match educational needs, are of high quality and
are in very good condition. Access is suitable to the needs of all users.
• Timetabling is efficient and ensures the best use of space. The school is extremely well
equipped with all necessary and relevant, up-to-date resources including textbooks, practical
materials and equipment, and information and communication technology. Resources are
well matched to the needs of the students, are in very good condition, catalogued and
easily accessible. Effective use is made across the school of all appropriate resources to
meet the needs of students. Use of resources is monitored and improvement in the overall
provision is planned carefully.
61

The staffing, facilities and resources illustrated below would be evaluated as
acceptable.
• There are sufficient, qualified teachers to provide a broad and appropriate curriculum for all
students, including provision of support from specialists for students with additional learning
needs. Teachers are deployed appropriately and are assisted by enough support staff and
other professionals. The school has suitable arrangements for obtaining appropriately
qualified supply staff when necessary and supports them in school. There is a satisfactory
balance of expertise among staff. Teachers and support staff are deployed across the school
appropriately.
• The premises and facilities provide a clean, safe environment for learning and teaching, and
extra-curricular activities. The teaching areas are of an acceptable size. Furniture and fittings
are well maintained. Storage and display facilities are in good order. Playing fields/games
areas are in acceptable condition and regularly used.
• Timetabling makes satisfactory use of all available areas to meet the needs of students and
staff. The school is equipped with modern resources including textbooks, practical materials
and equipment, and information and communication technology. Resources are matched to
the learning needs of the students, are well looked after and stored efficiently. Resources
are updated or replaced as funds allow.
The staffing, facilities and resources are unlikely to be of an acceptable quality if:
• There are too few teachers or a significant number of them do not hold suitable
qualifications.
• There are gaps in teachers’ skills or arrangements are inadequate to manage

teaching when absence is high.
• The facilities are inadequate to meet curriculum requirements.
• Resources for learning are insufficient to meet the learning needs or demands of the
curriculum.
62

7. How well does the school perform overall?

All key aspects of the The school performs The school performs The school has
school’s work operate effectively in almost at an acceptable evident weaknesses.
highly effectively. all key aspects of its level although there It lacks the capacity to
There are significant work. The senior staff may be weaknesses improve significantly
examples of excellent are capable of leading in certain aspects of without considerable
practice. further improvement. its work. The senior support.
staff are aware of
The school delivers The school delivers the weaknesses and The school does not
fully on an ambitious well on all the key understand what deliver on key aspects
set of promises to aspects of its promise will be involved in of its promise to
parents. to parents. overcoming them. parents.
The attainment and The attainment and The school fulfils most More than a few
progress of almost all progress of most aspects of its promise students do not make
students are at least students are at least to parents. the progress expected
good across all key good across all key of them and levels
subjects. Standards subjects. The attainment and of attainment are
of attainment have progress of most unsatisfactory in one
been maintained over Self-evaluation students are at least in or more key subjects.
several years. arrangements line with expectations.
are embedded Self-evaluation
Through effective and and accurately The school’s priorities is inadequately
rigorous monitoring identify the main are based on sound developed so
of all aspects of priorities requiring analysis of its managers do not have
school life, the school improvement. performance. The a realistic view of the
accurately evaluates work of the school is school’s strengths and
strengths and areas The needs of almost monitored effectively, weaknesses. Planning
for development. all students are fully including the for improvement is
Effective action met. performance of staff not based on realistic
leads to continuous and students, and priorities.
improvement. appropriate actions
are taken. The needs of more
The needs of all than a few students
students are fully met. The needs of most are not fully met.
students are fully met. 63

64

Appendix 1.
Mission, vision, values and strategic objectives of the Dubai Schools Inspection Bureau
The Mission of the Dubai Schools Inspection Bureau is as follows:
‘To contribute to the improvement of educational outcomes

and parental choice by providing independent, comprehensive,
authoritative assessment of education quality in Dubai.’
Vision
The Dubai Schools Inspection Bureau will make a major contribution to Dubai’s reputation
for educational excellence through:
• identifying strengths and weaknesses and thereby enabling improvement and

innovation, in partnership with federal ministries, and authorities
• building on local skills to develop and sustain a high-calibre sustainable inspection

organisation over the long term
• empowering parents and others to make informed choices about learning provision
• enabling the development of an outstanding education system that will meet

Dubai’s demand for a highly professional and competent workforce, and
enhance the global reputation of Dubai as a world centre for social and economic
development.
Values
(a) Commitment to Educational Quality and Improvement

We will promote education of the highest quality in schools throughout the Emirate of Dubai
in order to improve the learning and life chances for all children. The key contribution of
inspection to improving educational provision is to supply well-founded information about
the performance of schools that can be used to increase parental choice and bring about
positive change.
65
(b) Excellence in Inspection Delivery
We will provide service users with highly reliable, evaluative judgements underpinned by a
secure evidence base and an excellent inspection methodology.

(c) Respect
School inspection will be conducted at all times in accordance with the highest standards of
professional conduct, including courtesy to all involved in school inspection and a profound
respect for the culture and religions of students, teachers and parents in Dubai.
(d) Impartiality and Independence

We will at all times take an objective view of school quality. We will not be unduly influenced
by the perceptions of those who disagree with well-founded inspection judgements.
(e) Transparency
We will be open and transparent in our communications, and ultimately school reports
and the details of the inspection methodology will be placed in the public domain.
(f) Partnership
We will work in close partnership with appropriate governmental bodies in Dubai, the UAE,
and internationally. We will work closely with the other Agencies of the KHDA, particularly
the Schools Agency, and a range of other partner organisations. This partnership will be
based on a clear definition of the respective roles of the Dubai Schools Inspection Bureau
and the other Agencies.
(g) Efficiency
We will run the Dubai Schools Inspection Bureau efficiently and in way that seeks to maximise
educational outcomes. As a result, the Inspection Bureau will be cost effective. We will
seek to measure its impact so that judgements can be made about ‘value for money’.
Strategic objectives
• To ensure that the educational quality of all schools in Dubai has been assessed
using an authoritative inspection methodology
• To develop a high-calibre local workforce capable of building and sustaining a world

class inspection organisation
• To assist the improvement of all schools through school inspection
• To ensure that effective remedial action is taken when inspection indicates that
schools have serious weaknesses
66
• To give parents useful and reliable information about school quality which will assist
informed school choice
• To provide policy-makers and others with an authoritative picture of school quality

issues across all the schools of Dubai

Appendix 2.
Self-evaluation – using this framework to evaluate the work of
your school
This framework is intended as a tool for school self-evaluation and not simply as a handbook
for DSIB inspectors. Schools in Dubai should use the framework alongside other self-
evaluation processes to review their performance and evaluate priorities for the future.
The quality indicator relating to students’ learning has been amended in this 2009 version.
The Initial Quality Inspection Handbook included quality indicator 3.3 Quality of students’
learning as part of the key question “How good are teaching and learning?”. This quality
indicator has been amended to place greater focus on students’ skills as learners and the
ways in which schools can support the progressive development of these skills.
Schools may wish to use the simple evaluative tool below in reference to the revised quality
indicator regarding students’ learning and use the evidence listed to review the quality of
students’ learning. The tool can be adapted to use with other quality indicators. The list of
sources of evidence is not exhaustive.
67

Students’ engagement in and responsibility for their own learning
Completed example
Where we are Where we’d like to be
A substantial proportion of Students are actively

students are not engaged in engaged in and able to
lessons and they are unable to reflect on their learning to
explain what they are doing. X X evaluate their strengths and
Students are unaware of their weaknesses. Most act on
strengths and weaknesses. them in order to improve.
Students’ engagement in and responsibility for their own learning

A substantial proportion of Students are actively
students are not engaged in engaged in and able to
lessons and they are unable to reflect on their learning to
explain what they are doing. evaluate their strengths and
Students are unaware of their weaknesses. Most act on
strengths and weaknesses. them in order to improve.
Learner interactions and collaboration
Students collaborate
Students are unable to work
effectively in a wide range
collaboratively
of learning situations
Application of learning to the real world and making connections between areas of learning
Students make connections

Students make no connections between learning and
between learning and cannot applying this confidently
relate learning to their lives and accurately to new
learning contexts
Research skills
68
Students have no skills to be Students can find things
able to find things out for out from a variety of
themselves different sources and use
ICT effectively to support
their learning.

Students’ critical and higher order thinking
Higher order and critical

Students lack critical thinking thinking is a common
and are unable to find things out feature of learning.
for themselves Students find things out for
themselves.
School leaders wishing to obtain a strategic overview of learning may find it useful to
conduct an analysis using the above tool. This is given as an example only and may be
amended to suit the needs of individual schools. The tool is designed to be completed by
all personnel involved in the learning process.
Any self-evaluation tool requires the school to consider supporting evidence for the
judgements made. Suggested supporting evidence may include:
Lesson observations International benchmarking data
Feedback from students Teacher discussions
External examination data Feedback from parents
Ongoing assessment data Student work samples
Accreditation evidence Student presentations
69

Appendix 3.
Plain language guide to the quality indicators
Inspectors use the quality indicators to evaluate the performance of schools.
QI 1 How good are the students’ attainment and progress?

Inspectors judge a combination of two aspects:
•
The level students reach in each key subject in school-based tests, external
examinations and compared to students in other countries;
•
The gains students make between two points in time, such as the beginning and
end of a year. Students can be described as having made unsatisfactory, acceptable,
good or outstanding progress in relation to where they started.
QI 2 – Personal and social development

This quality indicator covers three areas:
•
Attitudes and behaviour - how the students behave, what relationships are like
between them and teachers, how regularly the students come to school and
whether they keep good time;
•
Students’ civic understanding, their respect for and their appreciation and
understanding of Islam and local traditions and culture;
•
Economic and environmental understanding - the extent to which students
understand Dubai’s economy, it’s progress and its place in the world. Students are
asked about their understanding of local and global environmental issues and how
they might contribute to the progress of Dubai.
70

QI 3 – Teaching and learning
This quality indicator covers:
•
Teaching for effective learning – how well the methods chosen help students of
all abilities to learn, how well lessons are paced and how effectively teachers use
questions to develop students’ thinking. This also includes how well teachers know
the subjects they are teaching and how to teach them without relying on a single
source of information, such as a textbook;
•
Quality of students’ learning - how well the students apply themselves to learning
and find things out for themselves; how well students’ knowledge, understanding
and skills develop as a result of the teaching and, when appropriate, how effectively
the students work together or alone without the teacher telling them what to do.
Students are expected to apply what they learn to real-life situations and think
critically to solve problems;
•
Assessment as part of the teaching and learning process – how well the teachers
allow the students to think about and understand what they need to do to improve
their work, getting them to judge their own work and sometimes that of others;
how well teachers provide feedback, which includes the marking of written work, to
support learning and how effectively examination and test results are used to help
students and enable teachers to know each students strengths and weaknesses.
QI 4.1 Curriculum quality
•
The curriculum includes everything a school deliberately teaches including such
things as educational visits and extra-curricular activities. Inspectors judge the
quality of the curriculum, its breadth, its range and the mix of subjects offered
and how these link together; how much choice there is for older students and the
challenges the curriculum presents for them. Inspectors assess how relevant the
curriculum is to the students’ needs, especially those who are very able and those
who have learning difficulties as well as how well the curriculum links with the
community and the opportunities for students to learn in the local area;
71

QI 5 Protection and support of students
This quality indicator covers two areas:
• Health and safety – the arrangements the school makes to ensure that the
students are safe, the suitability and safety of the buildings, safety on the
school buses, how clean and hygienic the premises are, how regularly fire
drills are carried out and the medical and social care of students. Inspectors
also investigate the extent to which schools promote a healthy lifestyle for the
students, for example by educating them about diet and exercise and how well
they respond if a child is in danger of being physically or emotionally hurt;
• Quality of support – how good the relationships are between staff and students,
how well staff handle student behaviour and the quality of the advice and
guidance they provide, including future education and career guidance.
Inspectors assess how well schools keep a check on the welfare and academic
progress of individual students and how well they manage attendance and
punctuality.
72

QI 6 Leadership and management
This quality indicator covers five areas:
• Leadership qualities – how competent and committed the leaders are to

improving the school and whether they have the vision, direction and guidance
to bring about that improvement, how well the school leaders develop
relationships, teams and leaders at all levels;
• Self-evaluation and improvement planning – how well the leaders know the
school’s strengths and weaknesses, and how effectively they plan to develop
and improve the quality of the education it provides; how systematically the
school leaders check on the quality of teaching and learning and the school’s
overall performance and how well they use this information and that provided
from inspection to plan for improvement and so impact positively on students;
• Partnership with parents and the community – how well the school keeps
parents informed and involved in their children’s learning and the work of
the school and how well they report to parents on the progress of students.
Inspectors also consider what the school does to link with the local and wider
community in order to support students’ development;
• Governance – inspectors consider how well the group which governs the school
has a positive influence on the work of the school, supports the school’s leaders
and the extent to which this group helps the school to improve and holds it
accountable for how well it does. Inspectors consider how well the governing
group represents the school community;
• Staffing, facilities and resources – the quality of the school’s environment for
leaning, how well it uses the facilities it has, the quality of its human resources
and how well they are deployed to provide the best possible education for
students.
73

DSIB Quality Indicators
Quality Indicators Key Aspects
Attainment in school-based tests

and against external and appropriate
1.1 Attainment in each international standards
How good are key subject in relation to
Knowledge, skills and understanding in
international standards each key subject
the students’
attainment and Trends in attainment over time
progress?
Progress against starting points, and over
1.2 Progress over time time
Suitability of expected levels
Observed attitudes and behaviour of

students in and about the school
2.1 Attitudes and Student–staff relationships
behaviour
Attendance
Punctuality
2.2 Students’ civic Students’ civic responsibility

understanding, their Students’ respect for and their appreciation
How good is understanding of Islam and understanding of Islam
the students’ and their appreciation Students appreciation of local traditions

of local traditions and and cultures in the context of Dubai’s
personal culture multicultural society
and social
development?
Knowledge and understanding of the
nature of Dubai’s economic planning and
progress and its place in the UAE and
2.3 Economic and globally
74 environmental Awareness of students’ own potential

understanding contribution to Dubai’s progress
Knowledge and understanding of
the implications of local and global
environmental issues

Teachers’ knowledge of their subjects and
how they are learned
Effectiveness of lesson planning and
management of time in lessons
The use of available resources and space
3.1 Teaching for beyond reliance on the textbook and other
effective learning media
Teacher–student interactions including the
use of dialogue and questions
Teaching strategies to meet the needs of
all students, including students with special
educational needs
Students’ engagement in and responsibility

for their own learning
Students’ interactions and collaboration
How good are
3.2 Quality of students’ Application of learning to the real world
the teaching and learning and making connections between areas of
learning? learning
Enquiry and research skills
Students’ critical and higher order thinking
Assessment as part of the teaching and

learning processes
Assessment methods and arrangements for
record-keeping, including school policy and
its implementation
Use of assessment information by teachers
3.3 Assessment and students
Quality of feedback, including the marking
of written work, and use of assessment
data by teachers and students to inform 75
learning and teaching
Level of teachers’ knowledge of their
students’ strengths and weaknesses

How well does Breadth and balance
Review and development
the curriculum
Continuity and progression
meet the
4.1 Curriculum quality Cross-curricular links and extra-curricular
educational
activities
needs of all
Curriculum links with the community and
students? local environment
Arrangements to ensure health, safety and

security in all parts of the school, on school
transport and in other environments used
by the school
Suitability of premises and facilities
Quality of maintenance and record keeping;
5.1 Health and safety for example, fire drills and medicines,
together with records of incidents and
subsequent actions
Provision for and promotion of healthy
lifestyles
How well does
Care and welfare of students including child
the school protect protection
and support
students?
Staff–student relationships
Student advice and support, including
guidance regarding future education and
career paths
5.2 Quality of support Staff handling of behaviour issues

Tracking and supporting students’ overall
well-being and academic progress
Management of student attendance and
punctuality
76

Leadership qualities
Professional competence and commitment
6.1 Quality of leadership Vision, direction and guidance
Development of relationships, teams and
leaders at all levels
Processes for school self-evaluation

Monitoring and evaluation of the school’s
performance, including teaching and
6.2 Self – evaluation and
learning
improvement planning
The processes and impact of school
improvement planning, including post-
inspection plans
How good are the Parents’ involvement with their children’s

learning and the work of the school
leadership and 6.3 Partnership with
Procedures for communicating with and
management of parents and the reporting to parents
community
the school? The school’s role in the local and wider
community
Providing advice, guidance and ensuring

accountability
6.4 Governance
Representation reflecting the school
community
Sufficiency of suitably qualified staff and

their effective deployment
Appropriateness of the premises and the
6.5 Staffing, facilities
overall learning environment, including off-
and resources site facilities
The use of the space and resources for
effective teaching and learning
77

Glossary
This glossary is intended to make sure that users all mean the same thing when speaking
about a particular aspect of education. The meanings given here should not be regarded as
definitive in all circumstances. However, for purposes of school inspections, we recommend
that words and terms should be used according to the definitions given below.
The list is not exhaustive and DSIB welcomes suggestions for further words to be included,
with their suggested definitions.
78

Word or acronym Meaning
Accountability Schools being answerable for their actions and performance.
A measure of the success that students gain in any area of

Achievement learning or life. For example, academic, sporting, artistic and
creative.
The system whereby a school or similar organisation is assessed

against agreed standards and, if deemed as having achieved the
Accreditation standards required, is provided with some form of certification.
Accreditation usually demonstrates the competence and
performance capability of privately owned schools.
The process of finding out how well students learn what they are
taught. This is a continuous process using a variety of forms for
different purposes. Formative assessment includes the regular
marking and evaluation of students’ work and includes feedback
Assessment
on how to improve. It also includes students’ assessment of their
own work and that of their peers. Summative assessment is a
formal process at the end of a year or unit of work, often taking
the form of public examination or internal testing.
Assessment that goes beyond just marking and giving a grade.

This is aimed at enhancing learning by telling students exactly
Assessment for
what they need to do to improve their work, revisiting their
Learning
progress in making these improvements. This process involves
students in judging their own and others’ work.
The level students reach, usually measured by reference to

Attainment
benchmarks, such as test and examination results.
Comparing levels of attainment with other schools in
similar circumstances or following the same curriculum.
International benchmarking is the process of comparing the
Benchmarking school’s performance with other schools around the world.
Benchmarking provides a snapshot of the performance and 79
helps schools to understand where they stand in relation to a
particular standard.
Collaborative Learning activities which involve students working together in
Learning order to achieve a learning outcome.

Any training or development designed to improve skills and
Continuing
understanding and develop expertise. This includes a wide range
Professional
of opportunities including courses, seminars or observations of
Development (CPD)
other teachers.
A way of thinking which uses the imagination to create new
Creative Thinking
ideas or things.
Everything a school deliberately teaches, including subjects

Curriculum and activities inside and outside the classroom such as extra-
curricular activities and educational visits and visitors.
A division within a school which usually includes one or more

subjects. For example, a Faculty of Communications may include
Faculty
languages, information technology, art, library studies, literature
and other similar subjects.
In the English system this term applies to education for children

Foundation Stage before Key Stage 1, i.e. children aged below the compulsory
school age, which in England is five years.
An objective system for managing a school which ensures it

Governance
achieves what it says it will achieve.
Commonly used as the process which ends a university student’s
studies and results in an award such as a degree. Graduation
may include a ceremony but can also be used simply to mean
that the student has completed his/her university studies.
Graduation
Graduation is also used similarly in many high schools to
designate the end of that stage of education. It is even used to
mean the end of each stage of education, e.g. primary school,
secondary school.
Significant categories of students, for example those with

Groups learning difficulties and/or disabilities, girls, boys, high attainers,
gifted and talented students.
Learning activities carried out by a group of students who work

Group Work
together.
80 The process of planning to make a school better. This should

Improvement
involve all those who have an interest in the school such as
Planning
parents, students, teachers, leaders and owners.

The age-related year group in English curriculum schools. Key
Stage 1 (ages 5 – 7 years) Key Stage 2 (ages 7 – 11 years) Key
Key Stage
Stage 3 (ages 11- 14 years) Key Stage 4 (ages 14 – 16 years)
The sixth form is sometimes referred to as Key Stage 5.
Kindergarten Pre-school provision for children under the statutory school age.
Leadership at any level (for example, principals/headteachers,

governors/board members, team/subject leaders) involves
setting direction, empowering staff to work effectively, creating
Leadership
a suitable environment for learning and setting an example
to others. It entails different skills from those required for
management.
How students undertake the tasks that lead to gains in

knowledge, skills and understanding. Most students have a
Learning preference for learning in an auditory, visual or kinaesthetic way.
Ways of learning also include a spirit of enquiry; researching;
working independently of the teacher, alone or with others.
The practical business of running a school, department or aspect

Management
of the school’s work in an efficient and organised way.
Any place, outside the school, that is used to further students’

Off-site facility learning, for example the location of a field trip; another school;
the work place.
The gains in learning between two points in time. Students may

Progress make unsatisfactory, acceptable, good or outstanding gains in
relation to their starting point.
Performance measures within the inspection framework against
Quality Indicators
which inspectors evaluate schools.
Educational needs that are different from those of the majority
Special Educational
of students. They include those who need additional support or
Needs (SEN)
challenge in their learning.
Systematic processes which allow schools to check students’

Tracking Progress
academic and personal development.
The identification by the staff of its strengths and weaknesses 81
across the main areas of its performance. Effective self-
School Self- evaluation focuses on the impact the school’s work has on
Evaluation the outcomes for students. The findings from self-evaluation
should be used to decide on the school’s future priorities for
improvement.

Students making judgements about their work and their learning
Self Assessment
in order to improve.
A reference to any person working within a school including

Staff senior leaders, teachers, office staff, bursar/business manager,
social workers.
The levels of knowledge, understanding and skills that students

Standards
should display at a particular point in time.
All activities undertaken by the teacher aimed at enhancing

Teaching
students’ learning.

82

83

Inspection Handbook
Dubai Schools Inspection Bureau
Knowledge and Human Development Authority
Dubai, United Arab Emirates
Contact us:
P.O.Box: 500008, Dubai
United Arab Emirates
Tel: +9714 364 0000
Fax: +9714 364 0001
Email: [email protected]
www.khda.gov.ae
84

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Inspection Handbook

Inspection Handbook 2009

Inspection Handbook 2009

Inspection Handbook 2009

Inspection Handbook 2009

Inspection Handbook 2009

Inspection Handbook 2009

Inspection Handbook 2009

Inspection Handbook 2009

Inspection Handbook 2009

2.2 Quality Promise

• Inspections will be well planned and effectively managed.

Inspection Handbook 2009

DSIB is committed to promoting self-evaluation as a key aspect of the work of schools.

The effectiveness of school self-evaluation will play an increasingly important part in

2.4 Code of Conduct for inspectors

Any assessment of professional competence can cause anxiety, and inspection is no

Inspection Handbook 2009

• respect the confidentiality of information

Inspection Handbook 2009

Inspection Handbook 2009

• The highest level statements provide schools with a picture of educational

• The use of a common set of indicators encourages consistency in judgements across

• The publication of inspection indicators enables schools to see inspection as a

Inspection Handbook 2009

1. How good are the students’ attainment and progress?

Inspection Handbook 2009

Outstanding quality – exceptionally high quality of performance or practice.

Good quality – the expected level for every school in Dubai.

Consistency in quantitative terminology

All 100% or very close

Inspection Handbook 2009

Inspection Handbook 2009

Brief illustrative In school- In school- In school- In school-

Inspection Handbook 2009

Quality of attainment illustrated below would be evaluated as acceptable.

Inspection Handbook 2009

Brief illustrative Assessment data Assessment data Assessment Assessment data

Quality of progress illustrated below would be evaluated as outstanding.

Quality of progress illustrated below would be evaluated as acceptable.

Inspection Handbook 2009

Inspection Handbook 2009

2.1 Attitudes and behaviour

Inspection Handbook 2009

The quality of students’ attitudes and behaviour illustrated below would be

• Attendance is at least 92% and students are punctual.

• There is any bullying or intimidation and lessons are disrupted by students.

• Students show little respect for teachers.

24 • Learning and teaching time is compromised through poor time keeping.

• Attendance for each semester or term is less than 92%.

Inspection Handbook 2009

Outstanding Good Acceptable Unsatisfactory

Brief illustrative Students Students Students are Students have

Inspection Handbook 2009

Quality of civic understanding, understanding of Islam and local traditions and

• Most students demonstrate an age appropriate understanding of the multi-cultural nature of

Inspection Handbook 2009

• Students do not assume any positions of responsibility in the school or do not

• Students have no, or only a superficial, knowledge or understanding of Islam.