Private School
Inspection Report
Theodore Monod
Academic Year 2015 – 2016
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Theodore Monod
Inspection Date
February 1, 2016
Lead Inspector
Denis Carty
Date of previous inspection
March 9, 2014
to
February 4, 2016
to
March 12, 2014
General Information
Students
School ID
57
Total number of
students
1122
Opening year of
school
2003
Number of children
in KG
324
Principal
Vincent Gorse
Number of students
in other phases
Primary:
Middle:
High:
Chair of Governors
Al Taher Mosbah Al Kindi Al
Marar
Age range
3 to 14 years
School telephone
+971 (0)2 667 9009
Grades or Year
Groups
Kindergarten to Grade 8
School Address
Bainuna St. 34, Al Bateen,
Abu Dhabi
Gender
Mixed
Official email (ADEC)
theodoremonodad.pvt@ad
ec.ac.ae
% of Emirati
Students
3%
School website
www.aflec-fr.org/ltmonod
Largest nationality
groups (%)
1. French (29%)
2. Lebanese (27%)
3. Algerian (6%)
Fee ranges (per
annum)
Low to medium:
AED 19,100 – AED 24,200
Licensed Curriculum
611
187
0
Staff
Main Curriculum
French National Curriculum
Number of teachers
68
Other Curriculum
----------
Number of teaching
assistants (TAs)
13
External Exams/
Standardised tests
French national tests
Teacher-student
ratio
KG/ FS
1:25
Other phases
1:25
----------
Teacher turnover
26%
Accreditation
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Introduction
Inspection activities
Number of inspectors
deployed
5
Number of inspection days
4
Number of lessons observed
99
Number of joint lesson
observations
5
Number of parents’
questionnaires
Details of other inspection
activities
150; (return rate: 14.5%)
Observations of students’ arrivals, departures,
assemblies, break times; meetings with students,
parents, teachers, staff, leaders, owner; lesoon
observations; work scrutiny; review of documents;
data analysis.
School
School Aims
The aim of the leadership of the school is to develop
students into tri‐lingual speakers; to promote ‘thinking
skills’ from the time that students enter the school; and
to develop citizenship so that students can make
choices and be responsible for their own actions.
School vision and mission
“There is no greater joy in the realm of the spirit, than
reaching to grasp a part of the mystery of the world”
Theodore Monod
Admission Policy
The school administers competence tests in French and
mathematics.
Leadership structure
(ownership, governance and
management)
AFLEC (Association Franco‐Libanaise pour l'Education et
la Culture)
Governing board
Proviseur; Directeur d’ecole; Adjoint de chef.
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SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students
identified through external
assessments
Number of other students
identified by the school
Intellectual disability
15
0
Specific Learning
Disability
9
0
Emotional and Behaviour
Disorders (ED/ BD)
2
0
Autism Spectrum
Disorder (ASD)
0
0
Speech and Language
Disorders
8
0
Physical and health
related disabilities
2
0
Visually impaired
0
0
Hearing impaired
1
0
Multiple disabilities
0
0
SEN Category
G&T Details (Refer to ADEC SEN Policy and Procedures)
G&T Category
Number of students
identified
Intellectual ability
0
Subject-specific aptitude (e.g. in science, mathematics,
languages)
0
Social maturity and leadership
0
Mechanical/ technical/ technological ingenuity
0
Visual and performing arts (e.g. art, theatre, recitation)
0
Psychomotor ability (e.g. dance or sport)
0
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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories
Band A
High performing (Outstanding, Very Good or Good)
Band B
Satisfactory (Acceptable)
Band C
In need of significant improvement (Weak or Very Weak)
Acceptable
Band C
In need of significant
improvement
Performance Standard 1:
Students’ achievement
Performance Standard 2:
Students’ personal and
social development, and
their innovation skills
Performance Standard 3:
Teaching and assessment
Performance Standard 4:
Curriculum
Performance Standard 5:
The protection, care,
guidance and support of
students
Performance Standard 6:
Leadership and
management
Summary Evaluation:
The school’s overall
performance
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Very Weak
Satisfactory
Acceptable
High Performing
Good
Band B
Weak
(B)
Band A
Very Good
Performance Standards
BAND
Outstanding
School was judged to be:
The Performance of the School
Evaluation of the school’s overall performance
The overall performance of the school is acceptable. It has a number of strengths
including, for example, students’ personal development. The lack of provision for
UAE social studies is a breach of regulations and students’ learning in this important
area is limited as a result. Students’ attitudes, behaviour and relationships with
others demonstrate high levels of self-discipline, maturity and responsibility.
Teachers know their students well and generally identify their learning needs
accurately. Adults have very positive relationships with students and gain their
respect and excellent response through applying consistently high expectations of
behaviour. Teachers and students interact well in lessons and students contribute
fully to meaningful dialogue. The principal and assistant principals demonstrate a
strong clarity of purpose and commitment to inclusion. In a relatively short time,
the senior leadership team has come to know the school well and to recognise its
strengths. It has yet to take sufficient action to address important weaknesses in
UAE social studies and to further improve student outcomes in Arabic and Islamic
education.
Progress made since last inspection and capacity to improve
The school has made acceptable progress in tackling the recommendations from
the previous inspection. It has produced a clear and comprehensive development
plan based on the last inspection report’s recommendations. The school has
appointed a co-ordinator for Islamic education and increased the time allocated to
Islamic education. Staff are providing more opportunity for students to read and
memorise short verses of the Qur’an and now offer a greater variety of activities
for students to develop their understanding of Islam. Teachers are developing the
curriculum in Islamic education so that students can apply their skills and
knowledge to real-life situations. They are providing more opportunities for
students to discuss and express their views about their role in society. The school
has re-furbished and extended classroom provision to accommodate the
recommendations applicable to Kindergarten and overcrowding. The prayer
facilities for Muslim students are now adequate. School leaders demonstrate both
the commitment and the capacity to improve the school further.
Development and promotion of innovation skills
The school is continuing to develop and promote innovation skills amongst its
students. Its innovative vision is to develop bilingual and trilingual young people
who are well equipped to take active roles in a global society, and it is moving
strongly towards achieving this vision. Teachers encourage students to make use
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of ICT tablets to support their learning whenever appropriate in lessons and at
home. Interactive displays are being used to enhance learning resources in
classrooms. Students and parents use the school’s comprehesive portal to
download learning materials and they find this to be a partciularly helpful
innovation. Teachers are receiving training in how to make the best use of digital
education to support students’ learning in grades 4 to 8. The school is developing
an inter-cultural ‘Arabo-Musulman’ curriculum for non- Arabic speakers as a vehicle
for teaching aspects of Islamic education.
The inspection identified the following as key areas of strength:




students’ personal development
teacher-student classroom interactions and teachers’ knowledge of
students’ learning
staff- student relationships and behaviour management
senior leaders’ clarity of purpose and commitment to promoting inclusion.
The inspection identified the following as key areas for improvement:



provision for UAE social studies, as per the Organising Regulations of Private
Schools in the Emirate of Abu Dhabi
further improvement of student attainment in Islamic education and Arabic
external, national and international benchmarking of students’ attainment.
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Performance Standard 1: Students’ Achievement
Students’ achievement Indicators
KG
Primary
Middle
Attainment
N/A
Weak
Weak
Progress
N/A
Acceptable
Acceptable
Attainment
Acceptable
Acceptable
Acceptable
Progress
Acceptable
Acceptable
Acceptable
Attainment
N/A
Good
Acceptable
Progress
N/A
Good
Acceptable
Attainment
N/A
Very Weak
Very Weak
Progress
N/A
Very Weak
Very Weak
Attainment
Acceptable
Good
Very Good
Progress
Good
Good
Very Good
Attainment
Acceptable
Good
Good
Progress
Good
Good
Very Good
Attainment
Acceptable
Acceptable
Good
Progress
Good
Acceptable
Good
French, the
language of
instruction
Attainment
Acceptable
Good
Good
Progress
Good
Good
Good
Other subjects
Attainment
Acceptable
Good
Good
Progress
Good
Good
Good
Good
Good
Good
Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
High
Social Studies
English
Mathematics
Science
(Art, Music, PE)
Learning Skills
(including innovation, creativity, critical
thinking, communication, problemsolving and collaboration)
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Children’s achievement in the Kindergarten is good overall. Children enter the
Kindergarten (KG) with weak numeracy skills and weak literacy skills in either French,
English or Arabic. They make generally good progress from these low starting points.
For example, the majority of children attain in line with curriculum standards in
reading and comprehension by the time they complete the KG.
The school does not measure students’ attainment against international or national
standards in any subject other than English. Attainment in English in the primary
school is very good. All students in primary attain at least the expected level and most
students above it. The minority of students attain well above curriculum expectations.
Internal assessment information indicates that, over time, the majority of students
make better than expected progress from their individual starting points. This
includes students who have SEN. Students make expected progress in Islamic
education, Arabic and primary phase science. In all other subjects they make better
than expected progress.
In English and mathematics, students in the middle phase make strong progress with
no significant differences in the rates of progress made by boys, girls or those who
have special educational needs. Students’ skills in listening and speaking in French and
English are generally well above curriculum standards, and in line with or above what
would be expected from their peers in most non-English speaking countries. For
example, even younger students have the confidence and language skills to hold
short converastions with visitors in either French or English. Reading is generally
fluent with only occassional slight hesitation when reading age-appropriate texts.
Students are able to read independently and for enjoyment. Most older students
possess a range of presentation skills in both French and English in advance of their
years and this prepares them well for the world of work. This is a key aim of the school
and is preparing students well for contributing to the international community.
Progress and attainment are good in mathematics and science where they follow a
similar pattern of strengthening in the middle phase. In science, for example, students
demonstrate effective practical skills when designing their own circuit boards to test
hypotheses relating to circuits, switches and voltage.
Achievement in UAE social studies is very weak because the school does not provide
time-tabled lessons in this important core area. Aspects of social studies are
integrated in Islamic education for Arabic speakers and in civics for French speakers.
The school does not monitor progress or attainment in social studies in these
contexts. Attainment in Islamic education remains below age-related expectations.
Standards in Arabic have improved and nowledge, skills and understanding are now
in line with curriculum standards.
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Students are able to talk about Islamic values and the cultural heritage of the UAE,
and express appreciation of the cultural celebrations in which they have taken part.
Students’ personal commitment to learning grows as they progress through the
school. This positive attitude and enjoyment for learning is particularly strong in older
students in English and science lessons. In almost all lessons, students interact well
with each other and with their teachers and they are able to communicate their
learning well. In science lessons, particularly, older students are able to make clear
connections between their learning and the real world. Students value researching
for themselves and learning in innovative ways.
Performance Standard 2: Students’ personal and social development,
and their innovation skills
Students’ personal and social
development, and their innovation skills
Indicators
KG
Primary
Middle
Personal development
Very Good
Very Good
Very Good
Understanding of Islamic values and
awareness of Emirati and world cultures
Acceptable
Acceptable
Acceptable
Social responsibility and innovation skills
Good
Good
Good
High
Students have a very strong sense of personal responsibility and show independence
of mind. For example, younger primary phase students use the library independently
in choosing books and discussing their reading with peers. Students’ attitudes to
school and to others result in excellent behaviour. They are self-disciplined, respond
very well to their peers and adults, and resolve any difficulties in mature ways.
Students enjoy excellent relationships with staff. They report that they feel safe,
valued and supported and this, in turn, leads to effective relationships amongst
students. Students demonstrate a commitment to following a safe and healthy
lifestyle and show maturity when explaining the reasons for, and encouraging others,
in making healthy eating choices. Attendance for the last 12 months is good at just
over 95%.
Students demonstrate an acceptable level of understanding of Islamic values. They
have some understanding of the relevance and impact of these values on everyday
life in the UAE. Students recognise and appreciate Emirati heritage and UAE culture.
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Students have a clear understanding and appreciation of their own culture and can
describe a few aspects in which their culture is similar to, and different from, a variety
of others. They enjoy opportunities to interact with students from the many other
cultures in their school.
Students are generally aware of their responsibilities in the community but do not
benefit from more opportunities to participate in a wider range of cultural and
environmental awareness activities. They have an excellent work ethic and
demonstrate initiative and innovation. For example, they use the library to good
effect to develp skills in thinking critically, solving problems and carrying out
independent research skills.
Performance Standard 3: Teaching and Assessment
Teaching and Assessment Indicators
Teaching for effective learning
Assessment
KG
Primary
Middle
High
Good
Acceptable
Good
Acceptable
Acceptable
Acceptable
Overall, the quality of teaching and assessment is acceptable. Good or better teaching
takes place in lessons across all phases in the school, and consistently so in KG and
the middle phase in English, French, mathematics and science. Teachers use their
subject knowledge well to help students in their learning. Most provide opportunities
for students to work in groups and to take responsibility for their own learning.
Teachers and students interact very well and this helps to create a motivating learning
environment.
Most teachers are skilled in their use of questions to inspire students’ inquisitiveness.
Their questions are well focused and mostly individualised for particular students.
Most teachers adjust the pace of learning as a result of students’ responses. As a
result, students make good progress in these lessons. In a few lessons at evey phase,
teachers use a wider range of methods to enable students to work more
independently. In these lessons they enable students to work in groups and provide
a range of activities where students can work collaboratively, to be creative and apply
deeper thinking. Teaching, particularly in science and English, develops students’
critical thinking appropriately through group and individual problem-solving tasks
where students apply their skills of analysis, creativity and critical thinking. Teachers
make best use of the accommodation and resources to vary the learning experiences
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they provide.
Almost all teachers know students well and plan the next stages of learning in a
systematic way, taking account of the curriculum requirements. Teachers in the KG
assess and talk to children about their learning individually and report children’s
progress to parents every week. Internal assessment processes in the school are
acceptable overall, based on regular marking and continuous assessments to ensure
students are making progress. This information needs to be used more effectively to
plan improvements and set targets for students so that they understand how to
improve. Systems to compare the school’s results with external benchmarking to
assess the overall standards in the scho0l are weak and underdeveloped. The school
leadership has recently introduced a new data management system in order to gain
a better overview of the school’s performance.
Performance Standard 4: Curriculum
Curriculum Indicators
KG
Primary
Middle
Curriculum design and implementation
Acceptable
Weak
Weak
Curriculum adaptation
Acceptable
Acceptable
Acceptable
High
The curriculum is acceptable overall; it does not fulfil the requirement of ensuring
provision of a key subject, social studies as part of the taught curriculum.
The curriculum has a clear rationale based on the school’s aims and is broad and ageappropriate. It
is relevant and effective in developing knowledge, skills and
understanding and closely follows the requirements of the French National
Curriculum. The curriculum does not meet requirements for UAE social studies and as
such is not appropriately balanced.
The curriculum is planned so that learning in subjects taught in French and English
builds well on students’ previous achievements. Older students can choose extra
languages in addition to French, Arabic and English. This is an important strength in
helping students to prepare as international citizens. Cross-curricular links are
planned and managed very well to help students transfer learning from one subject
to another, such as in their use of meteorological data in mathematics. The school
conducts regular curriculum reviews, some of which are under the guidance of French
government inspectors who monitor curriculum implementation. This ensures that
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the school develops its curriculum to meet the needs of students. This process is more
effective in the French National Curriculum than the MoE curriculum. The recently
arrived co-ordinator of Arabic is carrying out a review for subjects taught in Arabic
and this is intended to lead to improvements in learner outcomes.
The school adapts and modifies the curriculum generally well to meet the needs of
most groups of students. Textbooks still drive the curriculum too much in the early
primary phase. Opportunities for enterprise, innovation, creativity and social
contribution are provided through
most curricular areas. Such opportunities exist
particularly in science where, for example, students experiment in designing their
own circuit boards to test hypotheses relating to circuits, switches and voltage. In
English, students prepare presentations at home and video these in lessons. The
school provides appropriate learning experiences to develop students’
understanding of the UAE’s culture and society but these are not fully integrated into
the curriculum. Although Arabic is not a required subject in KG, the school has made
provision for this to support its aims. The school does not provide sufficient extracurricular activities to help develop the talents and interests of the majority of
students. Parents regret the loss of this previously valued aspect of school provision
and the absence of school trips.
Performance Standard 5: The protection, care, guidance and support
of students
The protection, care, guidance and
support of students Indicators
KG
Primary
Middle
Health
and
safety,
including
arrangements for child protection/
safeguarding
Good
Good
Good
Care and support
Good
Good
Good
High
The school has appropriate child protection and safeguarding procedures which are
shared on the school website and reviewed regularly. School records indicate regular,
thorough checks on the accommodation and premises to ensure that any dangers are
noted and swiftly addressed. Students are always properly supervised around the
school and on school transport to ensure their safety. Emergency evacuation drills
are conducted regularly. The school records the detail of any incidents that occur
which affect students’ health, safety or wellbeing, and logs the action it takes
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appropriately. The school is clean and well maintained. Healthy lifestyles are
promoted by, for example, monitoring students’ lunch boxes during breaks, through
cleanliness checklists, and health awareness class visits by the nurse. The school
premises, equipment and resources are suitable and provide a safe, inclusive
environment for students.
Relationships between staff and students are a strength of the school. Teachers know
their students well and are aware of their individual needs. Mutual respect, trust and
confidence characterise interactions between staff and students. Exemplary
behaviour is maintained through consistent high expectations and adult modelling of
behaviour. Systems for managing attendance and punctuality, including follow up of
unauthorised absences, are very efficient and effective. Parents are notified promptly
of any concerns about individual students. The school actively promotes good
attendance but has insufficient measures in place to recognise and reward it. The
school has appropriate procedures in place for identifying students with special
educational needs. School admission procedures are inclusive. Specialist staff identify
and support those students who require individualised educational programmes
(IEPs). All students have a designated teacher to whom they can turn for help and
advice. Students feel well supported.
Performance Standard 6: Leadership and management
Leadership and management Indicators
The effectiveness of leadership
Acceptable
Self-evaluation and improvement planning
Acceptable
Partnerships with parents and the community
Acceptable
Governance
Good
Management, staffing, facilities and resources
Good
The principal, vice principal and head of primary phase are dedicated to the school.
They display strong professional competence. They have a clear understanding of the
school’s strengths and areas for development. A few of the school’s plans for
improvement are aligned to local and national priorities, for example the
underachievement of students in Islamic education and Arabic. Plans for addressing
the weakness in provision for social studies have not yet clarified the school’s
intentions and timescales for addressing this important gap in students’ learning. In
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many departments and phases of the school, teams of staff work together effectively
and successfully. Leaders demonstrate a commitment to inclusion and to making
effective provision for students with special educational needs. School leaders are
establishing a shared vision which is being communicated to all stakeholders.
Consultation is a regular feature of the work of senior staff. Relationships are
professional and morale in the school is positive.
The school receives regular feedback through visits from French government
inspectors and AFLEC advisers. It takes formal steps through its school board to find
out what parents, students and others feel about the quality of the school’s work.
Senior leaders have an overview of the work of staff and evaluate their effectiveness.
The school’s improvement plan has brought about some of the intended
improvements. A high number of staff and some parents are involved in development
committees that are aligned to the inspection framework standards.
Parents are proud of their school and express high degrees of satisfaction with school
performance. They say that their children enjoy school and like their teachers. The
school website is being used increasingly and is augmented by the innovative school
portal. Reporting to parents is regular and gives parents a general idea of student
progress. Reporting and feedback to parents in KG is a significant strength. The school
has appropriate links with other schools within the AFLEC network, in Dubai and in
Beirut.
The Governing Board includes representation from the school community, including
parents and teachers. It uses information to discuss the schools’ performance with
senior leaders and to hold leaders to account for school performance. The Governing
Board has addressed previous inspection report recommendations by extending
school buildings and securing permission for a new build on a green field site. Parent
Governing Board members expressed concern about securing the school’s future
within the regulatory framework. The governors have not yet ensured that all staff
have the required ADEC approval although the process is underway. Working with
senior school leaders, the Board now needs to ensure that the important weakness in
the school curriculum are addressed.
The school has sufficient, qualified teachers to provide a broad and appropriate
curriculum for almost all students, including provision of support from specialists for
students with SEN. The premises and facilities provide a clean, safe environment for
learning and teaching. The KG building is well organised, adequate and well
maintained. Leaders are adept and creative in making the best use of the available
resources. The school is equipped with good quality, modern resources, including
technology. Investment has led to variety and breadth in materials and this helps
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students’ engagement as well as curriculum breadth and balance. Resources are
distributed fairly and efficiently.
What the school should do to improve further:
1. Provide effective provision of UAE social studies by:
i. creating the required time within the school day
ii. appointing suitably qualified teachers
iii. implementing the MoE curriculum
iv.
supporting teachers with professional development
v.
monitoring and evaluating improvement plans and the quality of
teaching and learning.
2. Further improve student attainment, particularly in Islamic Education and
Arabic through:
i. rigorous monitoring of the quality of teaching and learning
ii. professional development for teachers and recently appointed coordinators
iii. sharing best practice from the teaching of French and English
3. Develop external, national and international benchmarking of students’
attainment to:
i. compare results with other AFLEC schools, similar schools in the UAE
and against international standards
ii. provide information to school leaders so that standards can be
judged accurately and areas in need of improvement identified
iii. ensure that teachers can make realistic, reliable judgments about
student attainment and progress and intervene when required.
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Possible breaches of regulations and health & safety concerns
Theodore Monod
Regulations
1. Employment of staff who are not yet approved by ADEC
2. Not compliant with MoE social studies requirements.
3.
The UAE Flag is raised/ flown every day?
Yes
Is playing of the UAE National Anthem a daily feature at the
morning assembly?
Yes
Health and Safety Concerns:
1.
2.
3.
Lead Inspector
Dennis Carty
Date February 4, 2016
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