Dear Al Shola Private School for Boys (Branch) Principal - Sharjah Education Zone
Following the recent evaluation visit to your school, I am pleased to enclose a copy of your report. This provides you
with an objective evaluation of the strengths of the school, comments on areas for improvement and
recommendations for future development. Also noted is our decision in respect of accreditation for your school.
I should be grateful if you would now please


Check the factual information in the report
Sign/initial each page
You have 5 working days from the date of this letter to correct any factual inaccuracies. If no communication is
received within 5 working days of the date of this letter, your verification of the factual information will be
assumed.
Also enclosed is a template to help you prepare your action plan based on the recommendations in the report.
Thank you once again for taking part in the programme.
Yours sincerely
Report issued in : 14-05-2014
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Explanation of the judgements used in the report
Highly effective: Good outcomes or good professional practice
Effective: Acceptable outcomes or competent professional practice.
Not yet effective: Outcomes or quality not yet at the effective level. Schools will be expected to act to
improve the quality of any aspect of their performance or practice that is judged at this level.
Information about the school
Al Shola Private School for Boys (Branch) is a private school, situated in Sharjah providing education for
male students in Grades 4 to 12, aged 6 years to 17 years. At the time of the evaluation, there were
2,070 students on roll of which 10% were Emirati.
Al Shola Private School for Boys (Branch) was evaluated in May 2014 as part of the Ministry of
Education School Evaluation Programme. Evaluators considered six key focus areas – the leadership of
the school, the school as a community, the school’s approach to student learning, the classroom climate,
students’ personal development, and students’ attainment and progress.
Recommendation for Accreditation
Al Shola Private School for Boys (Branch) has achieved the standards required and is recommended to
the Ministry of Education for accreditation. All six focus areas were evaluated as highly effective.
Focus Area 1: The leadership of the school
Aspects of the school’s leadership which were positive
 The leadership’s vision and sense of purpose
The vision of the school was very well expressed and shared by all students, parents, teachers and the
school owners. There was a strong, idealistic sense of purpose, which generated an atmosphere of
commitment to high standards in behaviour and learning. Clearly expressed priorities sprang from the
school’s vision; these included improving achievement, meeting the different needs of students and
having better relationships with the wider community. The sense of pride in the school’s achievements
was noticeable and had a significant impact on students’ happiness, ambition, well-being and
attainment. The strength of purpose and clear direction demonstrated by the leadership helped in
tackling the challenges faced by the school, particularly in relation to the unavoidable changes in
staffing.
 The monitoring system of the school's work
The school’s monitoring systems were efficient and comprehensive and these were derived from
excellent self-evaluative practices. Numerous surveys canvassed the views of all sections of the school
and the wider community on how the school was performing. These views were carefully analysed,
recorded and taken into consideration when planning improvements. The section supervisors and
leadership met on a daily basis to discuss every aspect of the day’s work including attendance, lesson
planning, projects and students’ progress. School leaders had developed a thorough system for the
monitoring of teaching. This involved evaluation by teachers of their own work, observations of lessons
and the consideration of students’ views gathered from questionnaires. This information was collated
and used to develop plans for improving the teaching and learning opportunities for students.
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 Delegation and planning
The Principal had developed a strong team of leaders to exercise delegated authority in the school. The
team played a major part in strategic planning and the implementation of subsequent initiatives. All
subject leaders had clear and specific responsibilities and worked cooperatively to facilitate whole school
improvement plans. The subject leaders’ function was to ensure that the curriculum and lesson planning
was efficient and that their subjects were taught as well as possible. Section heads were responsible for
students’ academic and social progress and carried major responsibility for students’ welfare and liaison
with parents. This shared leadership enabled school policies to be carried through efficiently.
 Arrangements for professional development
The school had a rigorous and efficient programme of professional development for teachers. A specially
recruited development leader planned and implemented training programmes tailored to the school’s
needs. These included an induction programme for new teachers, introducing them to the expectations
and procedures of the school, and a central training programme for the whole teaching staff. Other
features were specially designed courses to meet teachers’ individual needs as revealed by the
extensive monitoring programme. Teachers also attended conferences and workshops at universities
and other educational institutions. This robust professional development programme securely linked to
evaluative processes, supported teachers and increased students’ learning opportunities.
Aspects of the school’s leadership that should be improved
 Resources
There was a lack of educational resources to support teachers’ work.
Overall judgement of Focus Area 1: The leadership of the school was highly Effective
Recommendations for improvement
 Increase the resourcing in the school to support teachers’ lessons and to enable students to
engage in more practical, technologically-based learning
Focus Area 2: The school as a community
Aspects of the school as a community which were positive
 The character of the school
The school was characterised by a sense of duty and service towards its students. Students respected
their teachers and they, in turn, valued and supported their students. Morning greetings were warm with
teachers helping younger students with their bags and students and teachers exchanging handshakes
courteously. Staff felt appreciated by incentives offered by the school and, for example, the Fellowship
Fund.
 The care for students
Students felt safe and secure within the school. The medical staff ensured their physical care and the
purposeful learning environment firmly supported their academic development. The school gave wider
support by offering scholarships, free places for orphans, fee remission for excellence and endeavouring
to keep fees low.
 Consultation with parents
Parents received extensive information from the school including access to a website which enabled
them to follow their child’s progress. Various questionnaires sought, recorded and acted on their views.
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Regular meetings gave useful information to parents and the student council was active in supporting
the leadership and suggesting beneficial changes, for example, to the timing of tests. Parents expressed
particular appreciation of the school’s examination success.
 External links
The imaginative Educational Bag system fostered many links locally and across the UAE, as well as
increasing students’ national understanding. Students visited disabled students in Ras Al Khaimah as
well as humanitarian centres in Sharjah and beyond. Links with universities increased students’
opportunities and the school hosted their ceremonies as well as those of the Sharjah Education Zone.
Aspects of the school as a community that should be improved
 None of significance
Overall judgement of Focus Area 2: The school as a community was highly effective
Recommendations for improvement
 None of significance
Focus Area 3: The school’s approach to student learning
Aspects of the school’s approach to student learning which were positive
 Curriculum Review
Curriculum leaders regularly evaluated the curriculum to ensure that it was relevant to students’ needs.
They distributed questionnaires widely and adapted the curriculum after full consideration of their
findings. This happened in English and Information Technology (IT) and resulted in improved student
learning.
 Catering for all needs
The school applied diagnostic testing to all students on entry to ascertain their levels of attainment.
Those identified as having special learning needs received individual learning plans and additional
teaching on Saturdays. Older students obtained targeted teaching in the morning before lessons. Some
students were involved with the “Caravan for Learning” UAE initiative. Students with physical needs
received additional support from Sharjah Humanitarian Centre. Gifted students engaged in projects such
as constructing a physics workshop website and maintaining a weather station.
 Curriculum extension
Many curriculum initiatives extended students’ learning experiences. The “Educational Bags” programme
enabled students to volunteer to participate in different activities such as charity work, health and safety
and cultural projects. Students could engage in practical work in the school plantation, learn how to
produce honey and take part in Olympiads and, for example, Arabic spelling competitions. Distinguished
students produced CD’s of Qur’anic readings.
 Continuity of learning
When Grade 4 entered school the curriculum provided an orientation course and a handbook to enable
them to settle down quickly. The school developed beneficial relationships with universities to increase
students’ understanding of their choices and to ensure a smooth transition to further education. A
number of local universities evaluated students’ projects and gave academic guidance. Some offered
places and scholarships to Al Shosa students.
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Aspects of the school’s approach to student learning that should be improved
 Some classroom planning
The planning did not provide curriculum materials suited to the different levels of ability in the classroom.
Overall judgement of Focus Area 3: The school’s approach to student learning was highly
effective
Recommendations for improvement
 Plan the curriculum to ensure that materials and resources used in all activities match the
different levels of student ability.
Focus Area 4: The classroom climate
Aspects of the classroom climate which were positive
 The quality of students’ learning
Almost all students were well behaved. Most interacted positively with their teachers and listened
attentively to each other. This was particularly strong in Arabic lessons and when students were involved
in practical learning tasks in mathematics and science. In a Grade 12 physics class, they carried out
experiments through highly effective collaborative teamwork. Most students volunteered to share what
they had learned with their class. Most students spoke confidently and participated very successfully
with their teachers in extended discussions when given the opportunity.
 Learning outside the classroom
The learning environment outside the classroom was very rich. Students responded positively when
learning through problem–solving, design based project work or community based learning. Students in
the library concentrated well on researching idioms and stories in a Grade 10 Arabic lesson. In Grade 6
Physical Education (PE), students worked very well with each other in developing their basketball skills.
In Grade 8, they had great fun in the school pool and participated well in swimming lessons. Students
enjoyed practical experiments in mathematics and science. In Grade 8 students made connections with
real life when exploring the impact of bleach on clothes while studying chemical reactions. In
mathematics, students made cubes of card and understood how to use them in calculating the structure
of architectural buildings. Older students were very confident in an assembly where they performed a
debate about ignorance and education.
 Planning for quality outcomes
Teachers responded well to the school’s teaching and learning policies. This helped them plan carefully
to ensure that lesson objectives were clear. It also assisted them in ensuring a challenging pace of
learning. Teachers’ planning supported students’ skills as well as helping them focus on their knowledge
and understanding of the course books. They prepared students very well for school tests and for
external examinations.
 Classroom management
Teachers used the limited classroom spaces very well to promote group work, peer discussion and class
interaction. In a Grade 9 English class, students participated enthusiastically in role–play to help them
understand the meaning of the word “tantrum”. Special needs students were fully involved in class
activities. In Grades 9 and 12, teachers of Arabic and Islamic studies encouraged students to make links
between these subjects. Increasingly, teachers were making efficient use of information technology (IT)
to support students’ learning.
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Aspects of the classroom climate that should be improved
 The learning environment
Teachers did not use their classrooms to display students’ work to celebrate their success or to illustrate
how writing or mathematical calculations could be developed. They used very few posters or other
learning aids to reinforce students’ understanding or to help them recall prior knowledge across the
subjects.
Overall judgement of Focus Area 4: The classroom climate was highly effective
Recommendations for improvement
 Teachers should improve displays in classrooms by:
o
o
o
Selecting a sample of students’ work to encourage all ability levels
Showing examples of first draft and extended writing to encourage students to develop their
writing skills
Promoting a stimulating learning environment through displaying educational posters and
learning aids
Focus Area 5: Students’ personal development
Aspects of students’ personal development which were positive
 Attitudes to learning
The students’ strong sense of self-discipline, developed by the implementation of clearly understood
school rules, led to good attitudes and behaviour in the classroom. They listened and followed teachers’
advice, and developed confidence in their abilities. Incidents of bad behaviour were few and responsible
staff dealt quickly and sensitively with those that did arise. Attendance at 98% was high and students
were punctual to class.
 Contribution to school life
Students played a large part in the life of the school. Older students led committees such as the cultural,
health and safety, Red Crescent and discipline teams and by their teamwork made a significant
contribution to the richness of school life. Of particular note was the work of the Education Bags
Committee, which increased the students’ sense of personal and social responsibility. The student
council assisted in many ways including contributing ideas to the planning in the school.
 Understanding of Islam
Students valued their Islamic heritage. They listened respectfully to older boys who read the Holy Qur’an
correctly and beautifully. They respected Muslims and non-Muslims alike and benefitted from the
excellent learning environment of the mosque. They participated in Qur’anic reading competitions and
applied the rules of their religion by using the proper terms when speaking of the Prophet, (PBUH).
 Appreciation of UAE culture
Students knew about the Rulers of the Emirates and had a good understanding of the economic life of
the country. They appreciated the benefits of living in the UAE and participated in national celebrations
enthusiastically.
Aspects of students’ personal development that should be improved
 None of significance
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Overall judgement of Focus Area 5: Students’ personal development was highly effective
Recommendations for improvement
 None of significance
Focus Area 6: Students’ attainment and progress
Aspects of students’ attainment and progress which were positive
 Performance in UAE National Assessment Programme (UAENAP) Tests
In 2012, students’ attainment in almost all subject areas was above or well above the UAE and Zone
averages. The exceptions were in science where at Grade 5 it was in line with both the Zone and UAE
averages and at Grade 9, where it was in line with the Zone. In 2013, attainment was above both
averages in most subject areas. In Grade 5 in Arabic reading, mathematics and science, attainment had
declined to below both the Zone and UAE averages. Students’ attainment was particularly strong in
Arabic dictation at Grade 9 and in English dictation at Grade 7 where their test scores were
outstandingly high when compared to the Zone.
 Grade 12 student attainment in Ministry of Education (MoE) Tests
Science stream students had consistently achieved very high levels of attainment over the last three
years in Grade 12 MoE examinations. Islamic studies results were exceptionally high with almost all
students achieving 80% or more in these tests. Most students attained similarly high scores in Arabic
and English.
 Students’ progress in their learning
A large percentage of students consistently achieved very high scores in school-based tests. In Grades
4 and 5, attainment in Islamic studies was exceptionally high with science showing consistently strong
attainment. From Grades 6 to 9 students attained particularly well in Islamic studies, mathematics and
science. Students in both Arabic and English made very good progress in their listening, speaking and
reading from their starting point in Grade 4. By Grade 9 students were able to write extended essays in
both Arabic and English. They formed a personal opinion on a range of topics such as ‘loyalty’ using
appropriate grammar and punctuation. In Grade 4 students were able to use line numbers when
arranging and comparing decimals. In Grade 5, students were making good progress in science through
carrying out simple experiments to observe thermal energy and conductivity. By Grade 10 they used
concave and convex mirrors to experiment with light.
 Student preparation for future learning
In science, students developed their investigative skills through practical experiments. Students
successfully developed their enquiry skills in mathematics and science. By Grade 12 students could
accurately calculate and plot a graph by comparing two coordinates. In science, they understood and
could discuss the process of DNA replication. Students also acquired considerable proficiency in IT
skills. Students, in their last two years in school, learned how to program in ‘Basic’ in preparation for
work at university. Students achieved regular success in external competitions, one gaining first place in
a recent calligraphy competition.
Aspects of students’ attainment and progress that should be improved
 Monitoring progress
The school had a comprehensive system for gathering test data on individual students. It did not use this
information to monitor individual year groups and classes to measure accurately the progress of these
students over time.
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Overall judgement of Focus Area 6: Students’ attainment and progress was highly Effective
Recommendations for improvement
 The school should build on its tracking and monitoring systems by:
o
o
o
Using the information being gathered to monitor the progress of cohorts of students over three
years
Tracking the trends in attainment and using this to compare student progress across subjects
and as they progress within a subject
Discussing this information to ensure that teaching and learning and assessment is consistent
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Summary of judgements
In their evaluation of the overall effectiveness of the school, the evaluation team made judgements about
the following aspects of the school’s performance.
The leadership of the school
Highly Effective
The school as a community
Highly Effective
The school’s approach to student learning
Highly Effective
The classroom climate
Highly Effective
Students’ personal development
Highly Effective
Students’ attainment and progress
Highly Effective
The capacity of the school to improve
The evaluation team has considered the capacity of the school leadership to act on the
recommendations in the report and to improve over the next 12 month period. The team’s confidence in
the capacity of the leadership of the school to act on the recommendations in the report and to improve
school performance in the relevant areas within the next 12 months is: HIGH
HIGH confidence means that the evaluation team believes that the current school leadership will take a
positive attitude towards the findings of the report and will quickly act on the recommendations. The
team would expect to see significant improvements in school performance in the relevant areas well
within the next 12 months.
MODERATE confidence means that the evaluation team believes that the current school leadership will
quickly begin to act on the recommendations in the report but will need additional support to implement
them in full. The team would expect to see noticeable improvements in school performance in the
relevant areas within the next 12 months. The team recommends that the school receives support to
develop and implement its plan for improvement.
LOW confidence means that the evaluation team believes that the current school leadership does not
have the capacity to act on the recommendations in the report. Under the current leadership the team
would not expect to see sufficient improvement in school performance within the next 12 months. The
team recommends that the leadership of the school should be reviewed.
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What happens next?
The school should prepare an action plan indicating how it will address the recommendations in the
report.
ACCREDITATION
The evaluation team has recommended to the Ministry of Education that the school is
accredited.
The evaluation team has further recommended that the school is awarded distinction as its practice has
been judged to be Highly Effective in leadership and at least three other Focus Areas.
How to contact us
If you wish to comment on any aspect of this report you should contact: Hasna Bufteam on
[email protected]
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