St. Mary's High School Evaluation Report 2023/24 PDF

2023/24 ST. MARY'S HIGH SCHOOL Acceptable SCHOOL EVALUATION REPORT Evaluation and Quality Directorate for Public and Early Childhood Education [email protected] School Evaluation Reports - ST. MARY'S H...

2023/24 ST. MARY'S HIGH SCHOOL Acceptable SCHOOL EVALUATION REPORT Evaluation and Quality Directorate for Public and Early Childhood Education [email protected] School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 SCHOOL INFORMATION General Information Curriculum Indian (CBSE) / (UK) Language of Instruction English Indian (CBSE) : 2003 Opening year of School UK : 2002 Educational Zone Fujairah Indian (CBSE):092281183 Phone UK:092282828 Location Fujairah, Sakamkam Website www.smchfujuae.com Principal Fr. Suresh Kumar Owner Paul Fridolin Hinder Evaluation visit dates 29 April to 2 May 2024 Students Gender of students Mixed Largest Nationality group of CBSE Indian Students UK Egyptian Age range 4 to 18 years Grades or year groups KG1 to Grade 12 Phases Phases 1 to 4 Number of students on roll CBSE 814: UK 1411 Total 2225 Number of Emirati Students CBSE Nil: UK 208 Number of students with SEND CBSE 27: UK 55 Teachers / Support Staff Number of teachers CBSE 51: UK110 Largest nationality group of CBSE Indian: UK Indian teachers Teacher-student ratio CBSE 1:16 UK 1:13 Teacher turnover CBSE 8%: UK 4% External tests and examinations Indian Curriculum School Advanced Subsidiary level (AS level) Central Board of Secondary Education (CBSE) Advanced level (A level) Cognitive Abilities Test (CAT4) Pearson Edexcel London Board of Examinations Assessment of Skills for Successful Entry and Transfer Cognitive Abilities Test (CAT4) (ASSET) Granada Learning Progress Test (GL, PTE, PTM, PTS) UK Curriculum School International General Certificate of Secondary Education (IGCSE) 11 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 SUMMARY OF EVALUATION OUTCOMES 2022-2023 2023-2024 Acceptable Acceptable 1. Students' Achievement Phase 1 Phase 2 Phase 3 Phase 4 Subjects / Indian Attainment N/A Acceptable Acceptable Acceptable Islamic Education Progress N/A Acceptable Acceptable Acceptable Attainment N/A N/A N/A N/A Arabic as a first language Progress N/A N/A N/A N/A Arabic as an Attainment N/A Acceptable Acceptable Acceptable additional language Progress N/A Acceptable Acceptable Acceptable Attainment N/A Acceptable Acceptable Acceptable UAE Social studies Progress N/A Acceptable Acceptable Acceptable Attainment Acceptable Acceptable Acceptable Good English Progress Good Acceptable Acceptable Good Attainment Acceptable Acceptable Acceptable Good Mathematics Progress Acceptable Acceptable Good Good Attainment Acceptable Acceptable Acceptable Good Science Progress Acceptable Acceptable Acceptable Good 22 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 1. Students' Achievement Phase 1 Phase 2 Phase 3 Phase 4 Subjects / UK Attainment N/A Acceptable Acceptable Acceptable Islamic Education Progress N/A Acceptable Acceptable Acceptable Attainment N/A Acceptable Acceptable Acceptable Arabic as a first language Progress N/A Acceptable Acceptable Acceptable Arabic as an Attainment N/A Acceptable Acceptable N/A additional language Progress N/A Acceptable Acceptable N/A Attainment N/A Acceptable Acceptable N/A UAE Social studies Progress N/A Acceptable Acceptable N/A Attainment Acceptable Acceptable Acceptable N/A English Progress Good Acceptable Acceptable N/A Attainment Acceptable Acceptable Acceptable Good Mathematics Progress Acceptable Acceptable Good Good Attainment Acceptable Acceptable Acceptable Good Science Progress Acceptable Acceptable Acceptable Good 1.3 Learning Skills / Indian Phase 1 Phase 2 Phase 3 Phase 4 1.3: Learning Skills Acceptable Acceptable Acceptable Good 1.3 Learning Skills / UK Phase 1 Phase 2 Phase 3 Phase 4 1.3: Learning Skills Acceptable Acceptable Acceptable Good 2. Students’ personal and social development and their Phase 1 Phase 2 Phase 3 Phase 4 innovation skills / Indian 2.1: Personal Development Very Good Very Good Very Good Very Good 2.2: Students’ understanding of Islamic values and awareness of Good Good Good Good Emirati and world cultures 2.3: Social Responsibility and Good Good Good Good Innovation Skills 33 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 2. Students’ personal and social development and their Phase 1 Phase 2 Phase 3 Phase 4 innovation skills / UK 2.1: Personal Development Very Good Very Good Very Good Very Good 2.2: Students’ understanding of Islamic values and awareness of Good Good Good Good Emirati and world cultures 2.3: Social Responsibility and Good Good Good Good Innovation Skills 3. Teaching and assessment / Phase 1 Phase 2 Phase 3 Phase 4 Indian 3.1: Teaching for Effective Learning Acceptable Acceptable Acceptable Good 3.2: Assessment Acceptable Acceptable Acceptable Good 3. Teaching and assessment / Phase 1 Phase 2 Phase 3 Phase 4 UK 3.1: Teaching for Effective Learning Acceptable Acceptable Acceptable Good 3.2: Assessment Acceptable Acceptable Acceptable Good 4. Curriculum / Indian Phase 1 Phase 2 Phase 3 Phase 4 4.1: Curriculum Design and Acceptable Acceptable Acceptable Good Implementation 4.2: Curriculum Adaptation Acceptable Acceptable Acceptable Acceptable 4. Curriculum / UK Phase 1 Phase 2 Phase 3 Phase 4 4.1: Curriculum Design and Acceptable Acceptable Acceptable Good Implementation 4.2: Curriculum Adaptation Acceptable Acceptable Acceptable Acceptable 5. The protection, care, guidance and support of Phase 1 Phase 2 Phase 3 Phase 4 students / Indian 5.1: Health and safety including arrangements for child Very Good Very Good Very Good Very Good protection/safeguarding 5.2: Care and support Good Good Good Good 44 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 5. The protection, care, guidance and support of Phase 1 Phase 2 Phase 3 Phase 4 students / UK 5.1: Health and safety including arrangements for child Very Good Very Good Very Good Very Good protection/safeguarding 5.2: Care and support Good Good Good Good 6. Leadership and Management Overall 6.1: The Effectiveness of Leadership Acceptable 6.2: Self-evaluation and Improvement Planning Acceptable 6.3: Partnership with Parents and the Community Good 6.4: Governance Acceptable 6.5: Management, Staffing, Facilities and Resources Good 55 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 KEY FINDINGS How good is the overall quality of performance? Key features include the following: Students: In the Indian curriculum, Internal assessment data indicates that most students in Phases 1, 2 & 4, and the large majority of students in Phase 3 attain levels that are above curriculum standards. In the UK curriculum Internal assessment data indicates that the large majority of students in Phases 1, 3 & 4, and most students in Phase 2 attain levels that are above curriculum standards. In lessons and students’ work, most students attain levels that are in line with curriculum standards and expectations; they also make progress at the expected rate in most subjects. In Phase 4, in the Indian curriculum section, the majority of students in English, mathematics and science, and in the UK curriculum section, the majority of students in mathematics and science attain levels that are above curriculum standards and make better than expected progress. Develop acceptable learning skills across the school with Phase 4 students demonstrating well-honed skills when reviewing their learning. Innovation, research, inquiry, critical thinking, and the use of learning technologies are improving across all phases. Show respect and friendliness to adults, their peers, and visitors. They are generally self-disciplined with a strong understanding of Islamic values, make worthwhile social contributions and contribute to sustainability programs and activities. Parents: Are highly involved in their children’s learning, make a positive contribution to the local community, value the reports on their children’s learning and development and highly appreciate the personalized support and care that their children receive from staff. Teachers: Provide a welcoming learning environment in both sections and plan lessons that generally motivate students to learn. Increasingly, they are more accurately identifying the needs of students and better meeting the needs and abilities of all students, including students with special educational needs and disabilities (SEND), the high-attaining, and gifted and talented (G&T) students. This is a strong feature in Phase 4 in both sections. Use assessment information to track students’ levels of attainment and their progress, but do not consistently use it well enough to plan lessons that cater for the different abilities and needs of all groups of students, except in Phase 4 where there is strong practice. School Leaders: Create an ethos and vision incorporating inclusivity and tolerance, emphasizing UAE values and priorities. Senior leaders understand and demonstrate best practices in teaching, learning and assessment. Implement comprehensive self-evaluation and school improvement planning, but these processes do not fully impact positively on improving students’ performance. A minority of middle leaders have not fully developed their roles to effectively monitor and to raise students’ achievement in their subjects. School leaders generally demonstrate adequate capacity to improve. 66 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Have implemented extensive professional development programs for teachers; and governors have ensured improved remuneration schemes for teachers, site access, facilities, and resources. 77 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 What does the school need to do next to improve student outcomes? In addition to addressing the action points identified throughout this report, the school should take account of the following key priorities to inform its improvement planning. Student’s achievement: Improve achievement and learning skills by: Encouraging students in Arabic as a first language to consistently use Standard Arabic in their speech and to engage more in extended writing; to practice confident speaking and writing in Arabic as an additional language; and in English to read, comprehend and, write using correct grammar and paying more attention to structure and the sequence of events in their writing. Offering support for students in Islamic education to link Islamic concepts to real-life situations, apply daily worship and interpret Holy Qur’an verses appropriately; and in social studies to explore economic development, geographical and environmental features and their influence on people’s lives and students’ understanding of contemporary topics and how they are linked to social issues. Providing more learning experiences in mathematics to help students strengthen their knowledge and their use of mathematical language, reasoning, and higher-order thinking skills. Assisting students to inquire, research, hypothesize, investigate independently and in collaboration with others and to draw conclusions. Teaching and assessment: Improve the impact of teaching and assessment on achievement by: Ensuring that teachers consistently provide activities and tasks that meet the different learning needs and abilities of all groups of students, including students with SEND, high attaining and gifted and talented students in both sections. Ensuring that teachers consistently ask questions to deepen students’ learning, check that learning objectives are specific, and use time effectively to support students’ learning. Providing more planned learning experiences for students to develop their critical thinking, problem- solving, innovation and independent learning. Using assessment information so that teachers can accurately check the progress and attainment of all students and provide opportunities for students to evaluate the quality of their work and to peer- assess so that they can learn from each other in both sections. Leadership and management: Improve the impact of leadership and management on student outcomes by: Providing specific training for middle leaders in monitoring, particularly the impact of teaching on learning so that they can hold teachers accountable for improving students’ achievement in all phases and subjects. Ensuring that plans are reviewed regularly to check that actions are having their desired impact on improving students’ outcomes and aligning teaching and assessment outcomes with those described in the UAE School Inspection Framework; that leaders are using both internal and external data to inform their improvement planning and that plans are sufficiently specific in terms of measurable outcomes. 88 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Implementing performance management processes for all leaders focusing upon relevant key performance indicators (KPI) related to students’ outcomes and offering specific targeted support to leaders of Arabic-medium subjects; additionally, by implementing a teachers’ performance management system which is supported by personalized professional development. 99 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 MAIN EVALUATION REPORT 1 Students’ Achievement Islamic Education / Indian Phase 1 Phase 2 Phase 3 Phase 4 Attainment N/A Acceptable Acceptable Acceptable Progress N/A Acceptable Acceptable Acceptable In lessons and their recent work, most students in Phases 2, 3 and 4 demonstrate levels of knowledge, skills and understanding that are in line with curriculum expectations. Most students show a secure understanding of Islamic concepts, etiquette, rules, and values, Islamic creed and the Divine Revelation. In lessons, most students in Phases 2, 3 and 4 make the expected progress in relation to learning objectives aligned with curriculum expectations. In Phase 2, they can recite the Noble Hadeeth; however, their ability to infer meaning is less developed. In Phase 3 most students show knowledge about the Divine Revelation, they memorize verses from the Holy Qur'an. However, their understanding of the meaning and application of Tajweed rules is less developed. In Grade 7, students can explain the manners of Majlis supplication. Phase 4 students demonstrate knowledge about the Islamic creed, for example, they can define the concept of extremism and the attitude of Islam towards it. They are unable to discuss ideas and thoughts in depth about topics related to extremism and link Islamic rules, laws and values to the Holy Qur’an and Noble Hadeeth. There is no significant difference in the progress made by different groups of students, including girls and boys. Areas for development: Students’ ability to correctly infer and interpret the Holy Qur’an verses and Surah, the Noble Hadeeth and their application of Tajweed rules, particularly in Phases 2 and 3. Students’ ability to discuss ideas and thoughts about topics such as extremism and how they relate to Islamic rules, laws and values in the Holy Qur’an and Noble Hadeeth in Phase 4. Islamic Education / UK Phase 1 Phase 2 Phase 3 Phase 4 Attainment N/A Acceptable Acceptable Acceptable Progress N/A Acceptable Acceptable Acceptable In lessons and students’ recent work, most students in Phases 2, 3 and 4 demonstrate levels of knowledge, skills and understanding that are in line with curriculum expectations. Most students in Phases 2, 3 and 4 demonstrate a secure understanding of Islamic concepts, etiquette, rules and values. Students’ ability to recite and memorize the Noble Hadeeth and the Qur’anic verses following the rules of Tajweed is less developed. In lessons, most students in Phases 2, 3 and 4 make the expected progress in relation to appropriate learning objectives aligned with curriculum expectations. In Phase 2 students understand Islamic manners and values and they can apply Islamic dining etiquette. In Phase 3, Grade 7 students can define concepts related to humbleness but are unable to link them to the Qur’anic verses or the Noble Hadeeth. In Phase 4, Grade 12 students recognize Fiqh and can deduce the impact of divorce on society. They can distinguish the types of separation between spouses, including divorce; however, they are unable to infer the wisdom behind separating spouses and link Islamic rules, laws and values to the Holy Qur’an and Noble Hadeeth. There is no significant variation in the rates of progress of different groups of students, including girls and boys. Areas for development: Students’ ability to recite and memorize the Noble Hadeeth and the Qur’anic verses following Tajweed rules in Phases 2, 3 and 4. Students' ability to infer, interpret and link Islamic rules, laws and values to the Holy Qur’an and Noble Hadeeth in Phase 4. 1010 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Arabic as a first language / UK Phase 1 Phase 2 Phase 3 Phase 4 Attainment N/A Acceptable Acceptable Acceptable Progress N/A Acceptable Acceptable Acceptable In lessons and in their recent work, most students in Phases 2, 3 and 4 demonstrate levels of knowledge, skills and understanding that are in line with curriculum standards. Most students across all phases can read accurately, extract information from different types of text, express their ideas, discuss the content provided, and apply certain grammatical rules. Students’ listening, speaking and reading skills are adequately developed, but their speaking skills using Standard Arabic and writing skills to express and explain ideas, concepts and statements are underdeveloped. In lessons, most students in Phases 2, 3 and 4 make expected progress in relation to appropriate learning objectives aligned with curriculum standards. In Grade 2, students understand the nominative style and use it in sentences of their own creation. They can infer the changes that occur to the nominal sentence after applying specific verbs and distinguish the nominal sentence and its parsing. In Grades 6 and 7, students can identify the concept and elements of the novel, compare biographical and autobiographical texts, and provide related examples. In Grade 12, students can talk about the concepts of nominal and verbal sentences, explain their components, and find comprehensive differentiation. In addition, they can identify, classify, and analyze its elements. However, extended writing skills are underdeveloped across all phases. There are no significant differences in the rates of progress made between boys and girls or other student groups across all phases. Areas for development: Students’ ability to use Standard Arabic to express and explain ideas, concepts and statements in speaking and writing across all phases. Students’ extended writing skills across all phases. Arabic as an additional Phase 1 Phase 2 Phase 3 Phase 4 language / Indian Attainment N/A Acceptable Acceptable Acceptable Progress N/A Acceptable Acceptable Acceptable In lessons and in their recent work, most students in Phases 2, 3 and 4 attain in line with curriculum expectations. Across all phases, students can read, identify new words and extract information from different types of texts. However, they find difficulty in speaking Arabic, especially when they are discussing unfamiliar topics. In Phase 2, students can read simple words and talk about specific objects using simple sentences. However, their skills in writing simple sentences accurately are not fully developed. In Phase 3, students can read and understand short texts relating to common topics such as food, sports, family, and daily routines. The quality of students’ writing is less developed and mostly limited to single words and short sentences. In Grade 9, students can discuss familiar topics using simple sentences; however, their ability to express their own ideas and write at length is less well-developed. In lessons and recent work, across all three phases, most students make the expected progress in relation to lesson learning outcomes aligned with curriculum expectations. In Grade 2, students can read and identify key vocabulary, but they find difficulty using it in sentences. In Grade 7, students can extract specific information from reading text, for example, talking about their vacation and linking this to UAE landmarks. In Grade 9, students can express their ideas about the importance of housing. In Phases 3 and 4, students face difficulty in writing short paragraphs and expressing their ideas using their own words. Across Phases 3 and 4 girls make slightly better progress than boys in acquiring language skills, particularly reading and speaking skills. Areas for development: Students’ ability to practice Arabic language skills and apply them in a wide range of contexts across all phases. Students’ independent writing skills through regular and systematic practice of writing about familiar topics. 1111 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Arabic as an additional Phase 1 Phase 2 Phase 3 Phase 4 language / UK Attainment N/A Acceptable Acceptable N/A Progress N/A Acceptable Acceptable N/A In lessons and their recent work, most students in Phases 2 and 3 attain in line with curriculum expectations. Across both phases, students can identify new vocabulary, read sentences and texts, write simple phrases and sentences, and apply grammatical rules. However, they find difficulty in speaking Arabic to express their own ideas and thoughts and write at length. In Phase 2, students can read simple words and describe certain topics using simple phrases and sentences. However, their skills in writing accurate sentences are not fully developed. In Phase 3, students can read and understand short texts, answer text-related questions and apply grammatical rules. However, the quality of students’ writing is underdeveloped and mostly limited to single words and short sentences. In lessons across both phases, most students make the expected progress in relation to learning outcomes aligned with curriculum expectations. In Grade 4, students can identify the meanings of key vocabulary and read appropriately but they find difficulty in using them in sentences. In Grade 7, students can use subject and past tense verbs in familiar contexts. In Grade 9, students can read the text and identify the main ideas; however, students face difficulty in writing short paragraphs and expressing their ideas using their own words. Across Phases 2 and 3, there are no significant differences in the rates of progress of different groups of students. Areas for development: Students’ ability to practice their Arabic language skills to express their own ideas and thoughts in speech and use them in extended writing in both phases. Students’ accuracy and quality of their writing in Phases 2 and 3. UAE Social studies / Indian Phase 1 Phase 2 Phase 3 Phase 4 Attainment N/A Acceptable Acceptable Acceptable Progress N/A Acceptable Acceptable Acceptable In lessons and their recent work most students in Phases 2, 3 and 4 attain levels of knowledge, skills and understanding that are in line with curriculum expectations in relation to national identity, citizenship, values and ethics, the individual and society and the national economy. In lessons, most students in Phases 2, 3 and 4 make the expected progress in relation to appropriate learning objectives aligned with curriculum expectations. In Phase 2, students in Grade 3 explore geographical features and resources and learn about the different kinds of water bodies and their uses. However, they are unable to analyze how this shapes people’s lives, for instance, the importance of saving water for future generations. In Phase 3, Grade 9 students can recognize and define economics concepts such as The Knowledge Economy, however, they are not able to provide economic values in relation to the UAE’s economic development. There is no significant difference between the rates of progress of different groups of students. Areas for development: Students’ ability to explain how geographical features and natural resources shape people’s lives, particularly in Phase 2. Students’ ability to discuss economic values necessary for UAE economic development in Phase 3. 1212 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 UAE Social studies / UK Phase 1 Phase 2 Phase 3 Phase 4 Attainment N/A Acceptable Acceptable N/A Progress N/A Acceptable Acceptable N/A In lessons and in their recent work most students in Phases 2 and 3 attain levels of knowledge, skills and understanding that are in line with curriculum expectations in relation to the national identity, citizenship, values and ethics, the individual and society, and the national economy. In lessons, most students in Phases 2 and 3 make expected progress in relation to grade appropriate learning objectives aligned with curriculum expectations. In Phase 2, most students in Grade 3 can discuss contemporary topics, for example, those related to character and morality but only a few can elaborate and apply critical thinking in relation to factors affecting individuals and society. Students’ ability to link contemporary topics to social issues is underdeveloped, especially in Phase 3. Students in Phase 3, in Grade 7 can locate Australia on a map but they are unable to identify the importance of its location and deduce related consequences. Grade 8 students can define geographical concepts such as soil fertility and natural plants. However, they are unable to provide innovative suggestions related to preserving plant life. There is no significant difference in the rates of progress of different groups of students. Areas for development: Students’ understanding of contemporary topics and their ability to link them to social issues, especially in Phase 3. Students’ further understanding of geographical concepts and terms, particularly in Phase 3. English / Indian Phase 1 Phase 2 Phase 3 Phase 4 Attainment Acceptable Acceptable Acceptable Good Progress Good Acceptable Acceptable Good The CBSE-English examination results in 2023 indicate that almost all students in Grades 10 and 12 attain levels that are above curriculum standards. External assessment data for ASSET indicates that most students in Grade 3 attain levels that are in line with curriculum standards, while most students in Grades 4, 6 and 7, the large majority of students in Grades 5 and 8, and a majority of students in Grade 9 attain levels that are above international standards. In lessons and recent work, most children and students attain in line with curriculum standards in Phases 1, 2 and 3 while the majority attain above curriculum standards in Phase 4. Across Phases 2, 3 and 4 most students demonstrate better listening, speaking and reading skills than writing skills, particularly extended writing, which reflects a limited vocabulary and lacks the accurate use of spelling, grammar, punctuation and sentence structure. In Phase 1, children are developing their understanding of letters and their sounds and can write and sequence simple sentences. Their speaking skills about a range of familiar topics are underdeveloped. In Phases 2 and 3, students’ listening and speaking skills, and reading and writing skills enable them to link classroom learning to real-life experiences. In Phase 4, the majority of students can read a broader range of literary genres, draw inferences, interpret and effectively integrate textual information. In lessons, the majority of children and students make better than expected progress in relation to the learning objectives in Phases 1 and 4, and most students make expected progress in relation to the learning objectives in Phases 2 and 3. In KG2, children apply the phonetic approach to reading in blending sounds to read consonant-vowel-consonant (CVC) words in simple phrases such as ‘cats and dogs’ and ‘a cat on the mat’. In Grade 4, most students can identify the main character and the place in a story, and only a few find it difficult to deduce the meaning of words in context. In Grade 6, they can identify the difference between a house and a home, and a few students can distinguish between modern houses such as skyscrapers and traditional houses. By Grade 12, the majority of students can construct well-supported arguments to validate their point of view and consider opposing viewpoints contributing to a balanced discussion. There is no significant difference in the rates of progress of different groups of students. 1313 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Areas for development: Students’ writing skills to improve vocabulary, spelling, grammatical accuracy and sentence structure in Phases 2, 3 and 4. Children’s speaking skills about familiar topics in Phase 1. English / UK Phase 1 Phase 2 Phase 3 Phase 4 Attainment Acceptable Acceptable Acceptable N/A Progress Good Acceptable Acceptable N/A The IGCSE examinations results in English language and English literature indicates that the large majority of students attain levels that are above grade-related curriculum standards. In lessons and recent work, most children and students attain in line with curriculum standards in Phases 1, 2 and 3. In Phase 1, most children have developed language skills and phonemic awareness that enable them to read short sentences and communicate in short conversations. They demonstrate secure listening skills, shown in how they carefully follow instructions. In Phase 2, students’ comprehension, listening, speaking and reading skills are more developed than their writing skills. They can comprehend short texts, extract key information, and respond to questions about the general idea of the text. In Phase 3, most students can read a range of grade-related texts with comprehension, interpreting ideas and perspectives. However, only a minority of students can synthesize information and make predictions confidently based on their reading. Students’ use of vocabulary and literary devices learned from texts to support creative, extended writing is underdeveloped in Phases 2 and 3. In lessons, the majority of children make better than expected progress in relation to the learning objectives in Phase 1 and most students make expected progress in relation to the learning objectives in Phases 2 and 3. In KG2, children can write simple steps followed in a simple procedure using sequence words with generally correct spelling. They attempt to apply phonetic rules to spelling when writing non-phonetic words. In Grade, 5 most students can distinguish between standard and non-standard English and write sentences using Standard English. In Grade 8, students can analyze a poem, identifying figurative language such as metaphor and onomatopoeia and the way it presents meaning and they can make conclusions on how scarcity of water impacts people’s lives. However, only a minority employ this technique in their writing. There are no significant differences in the rates of progress of different groups including students with SEND and G&T students. Areas for development: Students’ reading skills, with a focus on scanning, predicting and synthesizing information from different sources in Phase 3. Students’ vocabulary and literary devices learned from texts to support creative and extended writing in Phases 2 and 3. Mathematics / Indian Phase 1 Phase 2 Phase 3 Phase 4 Attainment Acceptable Acceptable Acceptable Good Progress Acceptable Acceptable Good Good 2023 CBSE mathematics examinations results show that the majority of students in Grades 10 and 12 attain above curriculum standards. 2024 ASSET mathematics results show that most students in Grade 5, and only a majority in Grades 8 and 9 attain at least in line with international standards. The majority of students in Grades 3, 6 and 7, and the large majority in Grade 4 attain above international standards. In lessons and recent work, most students attain in line with curriculum standards in Phases 1 to 3, and the majority attain above curriculum standards in Phase 4. In Phase 1, children understand the concept of big and small numbers, developing the ability to identify and distinguish between them. In Phase 2, students develop basic numeracy skills, for example, in Grade 3 students understand patterns and sequences in four-digit numbers, recognizing how digit placement affects number magnitude, however, applying this 1414 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 concept to solve problems or analyze geometric figures poses challenges for few students. In Grade 6, students can perform arithmetic operations on a number line. However, a few find it challenging to apply this knowledge to solve real-world problems and practical mathematics applications. In Phase 4, students confidently define second-order derivatives and explain their significance in calculus. In lessons, most students make expected progress in relation to the learning objectives in Phases 1 and 2, and the majority make better than expected progress in Phases 3 and 4. For instance, in Grade 4, students can apply the rules for rounding numbers to the nearest hundred; and in Grade 9, students confidently use various methods to solve linear equations in two variables, such as substitution, elimination, and graphing. Most student groups make similar rates of progress. However, high-attaining students do not always receive sufficient challenges to make the progress of which they are capable. Areas for development: Children and students’ problem-solving abilities, especially in situations that require critical thinking in Phases 1 and 2. Students’ ability to solve real-world problems and practical mathematics applications in Phases 2 and 3. Mathematics / UK Phase 1 Phase 2 Phase 3 Phase 4 Attainment Acceptable Acceptable Acceptable Good Progress Acceptable Acceptable Good Good The 2023 Edexcel IGCSE and GCE mathematics examination results show that the large majority of students in Grades 10 and 12 attain above curriculum standards. In lessons and their recent work, most students attain in line with curriculum standards in Phases 1 to 3, and the majority of students in Phase 4 attain above curriculum standards. In Phase 1, children can compare the lengths of different objects using non-standard units. In Phase 2, students develop a sufficient understanding of geometry and measurement. For example, Grade 3 students can distinguish between parallel and perpendicular lines. Children and students find it challenging to apply this knowledge to problem-solving, especially in critical thinking scenarios. In Grade 8, students understand various circle theorems. However, visualizing geometric figures and their properties, such as angles formed by intersecting chords or tangents, presents a challenge to students’ spatial reasoning and visual representation skills. In Phase 4, students confidently use mathematical techniques to solve equations involving logarithmic functions. In lessons, most students make expected progress in relation to the learning objectives in Phases 1 and 2, and the majority of them make better than expected progress in Phases 3 and 4. For instance, in Grade 4, students are able to identify the key properties of parallelograms; and in Grade 9, students acquire a solid understanding of the concept of the sine rule and its application in solving problems related to triangles. Most student groups make similar rates of progress, including boys and girls. However, high-attaining students do not always receive sufficient challenges to stretch their abilities. Areas for development: Children and students’ problem-solving abilities, especially in situations that require critical thinking in Phases 1 and 2. Students’ spatial reasoning and visual representation skills in Phases 2 and 3. 1515 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Science / Indian Phase 1 Phase 2 Phase 3 Phase 4 Attainment Acceptable Acceptable Acceptable Good Progress Acceptable Acceptable Acceptable Good In CBSE examinations for Grade 10, the majority of students attain above curriculum standards but in Grade 12 outcomes are more varied between the sciences. In biology, the majority attain levels above curriculum standards but in chemistry and physics most attain in line with curriculum standards. ASSET examination results indicate that most students attain levels that are in line with international standards except in Phase 3 where only a minority attain in line with international standards. In lessons and in their recent work, most students in Phases 1, 2 and 3 attain levels that are in line with curriculum standards, and the majority in Phase 4 attain levels that are above curriculum standards. In Phase 2, most students apply scientific terms to living things, including plants, during hands-on activity. In Phase 3, most students apply scientific skills and terms to conduct investigations. However, their independent inquiry skills are limited to seeking information on the school’s learning platform rather than through open-ended research. In Phase 4, students can construct formulae for reactions. They follow instructions to direct their experiments but do not conduct their own experiments independently or draw conclusions. In lessons, most students make expected progress in Phases 1, 2 and 3 in relation to learning objectives that are aligned with curriculum standards, and the majority of students make better than expected progress in Phase 4. Children and students develop their use of appropriate scientific language so that by Phase 4 the majority can apply their scientific skills to achieve above curriculum standards in Grade 10, and in biology in Grade 12. In Grade 6, students can name the elements in the periodic table. In Grade 10, students have developed a greater understanding of the principles of a fair test and of the dipole properties of water. By Grade 12, students can establish the findings of the experiment and draw a conclusion about the nature of the reaction. There are no significant differences between the progress rates of different groups of students. Areas for development: Students’ independent inquiry and research skills, especially in Phase 3. Students’ ability to decide how to conduct their own experiments and draw conclusions in Phases 3 and 4. Science / UK Phase 1 Phase 2 Phase 3 Phase 4 Attainment Acceptable Acceptable Acceptable Good Progress Acceptable Acceptable Acceptable Good IGCSE results for Grade 10 show that a large majority of students attain levels that are above curriculum standards in all three sciences and the A-level results indicate that the majority of students attain above curriculum standards in all three sciences. In lessons and their recent work, most students in all phases attain levels that are in line with curriculum standards. Phase 2 students know the correct scientific symbols to use in circuit diagrams, but they do not work collaboratively to conduct group investigations. In Phase 3, most students accurately interpret the Periodic Table and understand how elements are named and recorded in internationally recognized terms. In Phase 4 students conduct experiments accurately by following a written guide. Students in Phases 3 and 4 do not routinely conduct their own experiments and not all students know the difference between hypothesis and prediction. In lessons , most students make expected progress in Phases 1, 2 and 3 in relation to learning objectives that are aligned with curriculum standards, and the majority make better than expected progress in Phase 4. Children and students develop their use of scientific thinking so that by Phase 4 the majority apply their skills to achieve very good results in external A-level examinations in all three sciences. In Grade 5, students can recognize the correct symbols for components of a circuit. By Grade 10, students can identify the construction of formulae and also the theoretical reactions between chemicals. There are no significant differences between the rates of progress of different groups of students. 1616 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Areas for development: Students’ ability to apply collaboratively group investigations in Phase 2. Students’ ability to hypothesize and predict and conduct their own experiments in Phases 3 and 4. Phase 1 Phase 2 Phase 3 Phase 4 1.3 Learning Skills / Indian Acceptable Acceptable Acceptable Good In all phases, students show positive attitudes towards learning, take ownership of their academic development, and recognize their strengths and areas requiring improvement. Students’ ability to review their learning is particularly notable in Phase 4. Students engage actively in problem-solving activities, for example, in mathematics, proposing various approaches to tackling tasks and discussing solutions with their peers. In Phase 1, children participate collaboratively in circle time discussions, where they share their thoughts and experiences while also listening attentively to their peers, fostering the development of social and communication skills. In the best lessons, students make connections between areas of learning and relate these in simple ways to their understanding of the world. For instance, in mathematics, they grasp concepts such as percentages and fractions and apply them to UAE social studies by analyzing population statistics. However, such integration remains inconsistent across various phases and subjects in the school. While students effectively use technology, such as accessing assignments, completing them digitally, and submitting them through Google Classroom, their critical thinking, depth of reflection, and problem-solving skills still need further development. Areas for development: Students' ability to recognize and use the links between various subjects and apply their learning beyond the classroom to real-world contexts across all phases. Students' critical thinking, depth of reflection and problem-solving abilities, when working independently or collaboratively across the school. Phase 1 Phase 2 Phase 3 Phase 4 1.3 Learning Skills / UK Acceptable Acceptable Acceptable Good Across all phases, children and students demonstrate positive attitudes towards learning, take responsibility for their academic growth, and acknowledge their strengths and areas for improvement. These features are particularly notable in Phase 4. For instance, in Islamic education, students actively engage in discussions about Islamic principles and values, sharing personal interpretations and experiences. In Phase 1, children engage in hands-on exploration and manipulation of educational materials during playtime, including building blocks, playdough, and crayons, to develop their fine motor skills and cognitive abilities. Students sometimes connect areas of learning and apply them to their understanding of the world, as seen in an Arabic language lesson where students analyzed literature by Emirati authors reflecting UAE's cultural values. However, such integration remains inconsistent across different phases and subjects. Although students effectively use technologies such as Quizizz (a quiz and interactive learning tool) to review key concepts and topics covered in class through interactive quizzes created by their teachers, their critical thinking, depth of reflection, and problem-solving skills still require further development. Areas for development: Students' capacity to identify and make connections between various subjects, and to apply their learning beyond the classroom to real-world situations in all phases. Students' critical thinking, depth of reflection, and problem-solving skills, when working independently or in collaboration with others across the school. 1717 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 2. Students’ personal and social development and their innovation skills 2.1: Personal Development / Phase 1 Phase 2 Phase 3 Phase 4 Indian Very Good Very Good Very Good Very Good Across all phases, children and students demonstrate positive and responsible attitudes towards learning and school. They are self-reliant and demonstrate high leadership skills. Students adhere to school policies, codes of conduct, procedures, and systems. Students’ behavior is a strength of the Indian section. This is a result of the many effective initiatives for promoting good behavior. Students are sensitive to the needs of others and display a clear understanding of the need for safety. Older students are confident, sociable and collaborate exceptionally well when given the opportunity. Generally, children and students share respectful and considerate relationships with their classmates, teachers, and staff throughout the school community. Students feel safe, appreciated, and well-supported. They make significant contributions to the school’s purposeful learning atmosphere and are supportive of one another. Students make healthy choices about their own health and safety and participate enthusiastically in the school’s physical activities. They actively participate in conducting workshops on health and hygiene and take part in a range of sports matches, games and physical activities such as the Annual Sports Day, National Sports Day, football, volleyball, judo, badminton, swimming and marathons. Students usually make wise choices for their food and drinks. However, a few students eat unhealthy snacks during break times. Students are punctual to morning assembly and classes and their attendance rate at 96% is very good. Areas for development: Students’ ability to make wise choices about healthy eating practices across all phases. Phase 1 Phase 2 Phase 3 Phase 4 2.1: Personal Development / UK Very Good Very Good Very Good Very Good Across all phases, children and students’ attitudes towards learning and to one another result in a positive environment. Students adhere to school policies, codes of conduct, procedures, and systems. Younger children and students are sensitive to the needs of others and display a clear understanding of the need for safety. Older students are confident, sociable and collaborate exceptionally well. Generally, students share respectful and considerate relationships with their classmates, teachers, and staff throughout the school community. Students feel safe, valued, and well-supported. They make significant contributions to the school’s calm and purposeful learning atmosphere and are supportive of one another. Students understanding of the value of healthy eating and the maintenance of an active lifestyle is demonstrated by their keen participation in workshops on health and hygiene and a range of sports matches, games, and physical activities such as football, volleyball, judo, badminton, swimming taekwondo and marathons. In addition, students actively participate in the Annual Sports Day, house matches and UAE National Sports Day. Students usually make wise choices about their own health and well-being. However, a few students eat unhealthy snacks during break times. Students’ attendance rate is very good at 97%. Students are punctual and arrive at morning assembly and lessons on time. Areas for development: Students’ ability to make wise choices about their health and well-being across all phases. 1818 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 2.2: Students’ understanding of Phase 1 Phase 2 Phase 3 Phase 4 Islamic values and awareness of Emirati and world cultures / Good Good Good Good Indian Students have a clear appreciation and understanding of Islamic values, and their relevance to the modern society of the UAE, particularly in the upper grades. These values are embedded as part of the school’s curriculum and enhanced in many of the school’s activities and celebrations such as the Prophet Mohammed’s birthday, Hag Al Leila, Ramadan and Eid. Students are knowledgeable and appreciative of Emirati culture and can give details of the history of the UAE, the leaders of the country, and places of interest to tourists. They participate actively in a range of celebrations and school activities such as UAE Flag Day, National Day, Martyrs’ Day, Emirati Children’s Day, Emirati Women’s Day, UAE cultural competitions, and appreciation of the achievement of Sultan Al Niyadi, the Emirati astronaut. Students demonstrate a clear understanding, awareness, and appreciation of their own cultures. They are proud of their cultural heritage and speak knowledgeably about their history and traditional art and food. They can generally compare these with the culture of the UAE. Across all phases, students are interested in learning about other world cultures and their knowledge of the wider world is improving due to their active participation in a range of programs, activities and competitions such as the multi-culture program, International Mother Tongue Day, Ethnic Day, and World Global Day. However, students’ knowledge about other world cultures is less developed across all phases. Areas for development: Students’ deep and extended knowledge of worldwide cultures across all phases. 2.2: Students’ understanding of Phase 1 Phase 2 Phase 3 Phase 4 Islamic values and awareness of Emirati and world cultures / Good Good Good Good UK Students have a clear appreciation and understanding of Islamic values, and how these influence life in the UAE, especially in the upper grades. Children and students understand and put into practice values such as respect, honesty, cooperation, and tolerance. They take an active part in certain Islamic celebrations such as Prophet Mohammed’s birthday, Hag Al Leila, Ramadan and Eid. Students are knowledgeable and appreciative of Emirati culture. Children in Phase 1 have a developing awareness of the social characteristics of the UAE. In the upper phases, students can discuss in depth the heritage and customs of the UAE through the ages. They participate actively in a range of celebrations and school activities such as UAE Flag Day, National Day, Martyrs’ Day, Emirati Children’s Day, Emirati Women’s Day, UAE cultural competitions, workshops on making Emirati handcrafts and their appreciation of the achievement of Sultan Al Niyadi, the Emirati astronaut. Students demonstrate a clear understanding, awareness, and appreciation of their own cultures. They can generally compare these with the culture of the UAE. Across all phases, students are interested in learning about other world cultures and their knowledge of the wider world is improving due to their active participation in a range of programs, activities, and competitions such as World Tourism Day, the multi- culture program, International Mother Tongue Day, Ethnic Day and World Global Day. However, students’ knowledge about other world cultures is less developed across all phases. Areas for development: Students’ deep and extended knowledge of worldwide cultures across all phases. 1919 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 2.3: Social Responsibility and Phase 1 Phase 2 Phase 3 Phase 4 Innovation Skills / Indian Good Good Good Good Students, particularly in Phases 3 and 4, are active in establishing opportunities for community engagement and charitable work. Students participate in a range of activities that make positive contributions to the school community. They take on leadership roles and are actively involved in both school and wider community initiatives. Student councilors understand their roles and responsibilities; they initiate, organize and lead many of the school’s social events and activities such as Farewell and Teachers’ Day. Students participate in many charitable activities such as planting trees in Fujairah Park and taking part in the Fujairah flood voluntary service. They have been successful in raising money for the Red Crescent charity. Children and students enjoy their learning, with good participation in activities as prefects and leaders. They take part in developing projects such as creating websites, designing models, and creating applications (Apps). In addition, students work on designing interesting projects and models on clean energy, sustainability, and conservation. However, their participation in innovation projects is inconsistent across phases and most of the projects are yet to be implemented throughout school and community. Students care for their school and take part in activities to improve its environment such as planting and conducting workshops about environmental issues and sustainability. They participate in activities that promote environmental sustainability such as Green Day, Clean Energy Day, Earth Day, and Plantation Day. Students also participate in Sports Day with the theme of sustainability, and they are involved in designing websites, Apps and models that positively reflect their understanding of global environmental issues. Areas for development: Students’ initiative to develop ideas and design their own innovative projects across all phases. 2.3: Social Responsibility and Phase 1 Phase 2 Phase 3 Phase 4 Innovation Skills / UK Good Good Good Good Students, particularly in Phases 3 and 4, are proactive in establishing opportunities for community engagement and charitable work. Student councilors understand their roles and responsibilities; they initiate, organize and lead many of the school’s social events and activities such as Farewell and Teachers’ Day. Students participate in many charitable activities such as planting trees in Fujairah Park and taking part in the Fujairah flood voluntary service. They have been successful in raising money for the Red Crescent. Children and students enjoy their learning with good participation in activities as prefects and leaders. They take part in developing their projects such as creating websites, designing models, and creating Apps such as a timer and a stopwatch. In addition, students work on programming and coding specific Apps and designing interesting projects such as the pupils’ appraisal register (PAR) which is a face recognition-based attendance system. However, their participation in innovation projects is inconsistent across phases and most of the projects are yet to be implemented throughout the school and community. Students care for their school and take part in activities to improve its environment such as planting in the school grounds and conducting workshops about environmental issues and sustainability. They participate in schemes that promote sustainability and conservation such as the Eco-Friendly Club. Students contribute to environmental activities such as Green Day, Clean Energy Day, Earth Day, Plantation Day and Water Day. In addition, students participate in Sports Day with the theme of sustainability and are involved in designing several websites and Apps about sustainability that positively reflect their understanding of global environmental issues. Areas for development: Students’ initiative to develop ideas and design their own innovative projects across all phases. 2020 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 3. Teaching and assessment 3.1: Teaching for Effective Phase 1 Phase 2 Phase 3 Phase 4 Learning / Indian Acceptable Acceptable Acceptable Good Teachers have secure subject knowledge across all subjects, enabling them to adequately deliver content to students that motivates them to learn. Teachers draw on prepared materials, typically presented on the smartboard, along with other resources. Teachers plan lessons with clear learning objectives, tailored to meet the diverse needs of students, including students with SEND, those who are G&T and high-attaining students. However, the implementation of their planned approaches often falls short, impacting negatively on students’ learning and development. While timing is generally properly managed in most lessons, the use and quality of a variety of worksheet resources are variable. Most teachers employ questioning and dialogue to engage students in meaningful discussions and reflection, helping them understand how to improve their work in general terms. However, these interactions often involve basic questioning that only solicits simple answers, lacking in depth to provide students with more challenging learning opportunities. Despite having assessment data at their disposal, teachers struggle to use it effectively to personalize learning for both individual students and groups. Most teachers do not offer sufficient opportunities for students to think critically or develop new knowledge independently, leading them to become dependent learners. This tendency is less pronounced in Phase 4. While teaching approaches occasionally incorporate opportunities for students to engage in critical thinking and innovation, such opportunities are inconsistently applied across all phases and subjects. Areas for development: Teachers’ approaches in lessons, and the use and quality of resources to effectively meet the different needs of individual students and different groups across all phases. Teachers’ approaches to developing students’ critical thinking, problem-solving, innovation, and independent learning skills, particularly in Phases 1 to 3. 3.1: Teaching for Effective Phase 1 Phase 2 Phase 3 Phase 4 Learning / UK Acceptable Acceptable Acceptable Good Most teachers demonstrate secure knowledge of their students' learning styles and provide a welcoming learning environment. Lesson plans include differentiated tasks at three levels, although the quality of these tasks varies with most teachers tending to teach to the middle band of learners. In exemplary lessons, such as those observed in Phase 4, teachers know and understand the levels and the needs of their students. They prepare a range of activities to both support and challenge their different learning needs and aspirations. However, these practices lack consistency across different subjects and phases. Teachers’ and students’ interactions are typically positive. Most teachers promote effective dialogue and use questioning to elicit the level of students’ knowledge and understanding but do not always challenge learners to extend their learning. Despite having assessment data at their disposal, teachers struggle to use it effectively to personalize learning experiences for both individual students and groups. In the best lessons, teachers offer good opportunities for students to develop their critical thinking, problem- solving, and independent learning skills. For instance, in a social studies lesson, students were encouraged to analyze the impact of globalization on UAE society. However, the systematic development of these skills and the enabling of innovation are not consistently applied across all subjects and phases in the school. Areas for development: Teachers’ approaches in lessons to effectively meet the needs of individual students and groups in all phases, with a focus on maximizing the learning of high-attaining students. Teachers’ methods to encourage critical thinking, innovation, and independent learning skills, especially in Phases 1 to 3. 2121 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Phase 1 Phase 2 Phase 3 Phase 4 3.2: Assessment / Indian Acceptable Acceptable Acceptable Good The school’s internal assessment system and processes are linked to the school’s curriculum standards with frequent assessment in core subjects, enabling reliable data to be generated on students’ progress. The school has an adequate procedure for comparing students' academic achievements to national, external, and international standards, including CBSE and ASSET exams in English, mathematics, and science. The school analyzes the assessment data for individuals and groups, identifying general trends, patterns of achievement, and individual progress. This information is then shared with teachers. While teachers use data analysis to some extent in their lesson planning and curriculum adaptation to address students’ different needs, the application of such analysis lacks consistency and effectiveness in supporting learning across subjects. Such practice is more effective in Phase 4 than the other phases. Teachers have a reasonable understanding of students' strengths and weaknesses, although often focus their approaches on the average learners. While verbal feedback supports most students' progress, both low and high-attaining students lack adequate support. Opportunities for self- and peer assessment are sometimes provided, but teachers’ written feedback often lacks constructive comments to help students improve. Areas for development: Teachers’ use of assessment information to influence their practice, shape the curriculum, and better meet the learning needs of all student groups, particularly in Phases 1 to 3. Teachers’ use of constructive written feedback that supports students in improving their work across all phases. Phase 1 Phase 2 Phase 3 Phase 4 3.2: Assessment / UK Acceptable Acceptable Acceptable Good The school’s internal assessment system and processes are linked to the school’s curriculum standards with frequent assessment in core subjects, enabling reliable data to be generated on students’ progress. Additionally, the school has an adequate procedure for comparing students’ performance internationally, including Edexcel IGCSE, Edexcel International AS/A Levels (IAL) and GL progress tests in English, mathematics and science, although these were not administered in 2023. The school organizes and provides easy access to analysis of both internal and external data, revealing broad trends, attainment patterns, and individual progress. This information is then shared with teachers to influence future planning and curriculum adaptation to better meet students’ needs. In the best lessons, typically in Phase 4, teachers use this data to plan activities and tasks that cater to the needs and aspirations of nearly all students. However, such practices are not consistently applied across all subjects and phases. Overall, teachers understand their students' strengths and areas for improvement. They provide oral feedback during lessons and acknowledge students' efforts with praise. In exemplary lessons, such as those in Phase 4, students use computer-based applications for self-assessment. While most teachers regularly grade students' work, the written feedback often lacks constructive elements necessary for students to make improvements. Additionally, teachers do not consistently monitor whether students have acted upon the feedback provided. Areas for development: Teachers’ consistent and effective use of assessment data to support their planning across all subjects and phases. Teachers’ use of constructive feedback on students’ written work to help them improve their learning with regular follow up to ensure that students act upon the feedback provided across all phases. 2222 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 4. Curriculum 4.1: Curriculum Design and Phase 1 Phase 2 Phase 3 Phase 4 Implementation / Indian Acceptable Acceptable Acceptable Good The school offers a reasonably broad and balanced curriculum based on the CBSE curriculum and addresses the UAE/ MoE requirements for teaching Arabic-medium subjects, although it does not accurately group students by levels or years of study in Arabic as an additional language. Balance is provided by considering students’ performance in cognitive assessments, such as ASSET. Besides academic development, the school places a strong emphasis on nurturing students' personal, social, emotional, and physical development, recognizing the holistic nature of education. Continuity in learning is provided for students across the curriculum which allows coherent progression across phases and grades in most subjects. Curriculum mapping and scope and sequence are designed to ensure that students are suitably prepared for the next phase of their education within the school and beyond. For example, mathematical skills and knowledge acquired in Phase 3 lay a solid foundation that prepares students effectively for CBSE examinations in Phase 4. Students are provided with opportunities to grow their talents, interests, and aspirations. In Phases 2 and 3, students can select from a range of languages such as French and Malayalam. Students in Grades 11 and 12 can choose between science and commerce streams and make suitable choices of subjects within those. The humanities and science streams in Phase 4 enable students to choose pathways where they can pursue their interests and aspirations. Additionally, curricular options are enhanced through extra-curricular activities including sports, the school band and choir, and different exhibitions such as sustainability, science and art exhibitions. The curriculum has planned cross-curricular links in most subjects and across all grades. For example, integrated project-based learning naturally connects subjects such as science and social studies, mathematics and science. Art-integrated learning within all phases, links English and Art, enhancing students’ skills in making brochures. Although they are mostly linked to real-life contexts, they do not fully facilitate students’ transfer of learning between different subjects. The curriculum is reviewed at the end of each term based on the information obtained from the analysis of all types of assessment, ensuring relevance and aiming to fill any gaps in provision. Accordingly, subject leaders and teachers modify lesson planning and refine learning outcomes to cater for the needs of most students. However, monitoring the impact of curriculum review on improving students’ achievements is of inconsistent quality and has yet to result in sufficient challenge in all subjects. Areas for development: Curriculum review and development, including useful connections and cross-curricular links between subjects. The consistent monitoring of the impact of curriculum review on improving students’ achievements with sufficient challenge in all subjects. 4.1: Curriculum Design and Phase 1 Phase 2 Phase 3 Phase 4 Implementation / UK Acceptable Acceptable Acceptable Good The curriculum is based on a clear rationale and meets the requirements of the National Curriculum for England with suitable alignment to the MoE curriculum for Arabic-medium subjects. However, Arabic taught as a second language is not yet fully aligned because it does not always match students' level in Arabic with their language skills. There is an increasing focus on skills development alongside students gaining knowledge, and this is supported through appropriate information technology (IT) resources. Curriculum maps show a pathway for progression in the core subjects and ensure the development of students’ intellectual, creative, scientific, physical, and technological skills. Consequently, when they move between grades and phases, students build on previous work and their knowledge is extended. At key points, students are suitably prepared for the next stage in their learning, for example through orientation sessions on the choice of subjects according to their interests, potential and career aspirations. However, more efforts are required to ensure a smooth transition of children from Phase 1 to Phase 2. 2323 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Students are presented with an extensive range of curricular choices, which allows them to develop their interests. In Phase 1, children use the opportunity to choose between topics they want to pursue in lessons. In Phase 2, students can choose French or global citizenship. In Phase 4, students can choose the science or commerce stream. Cross-curricular links are a developing feature of the curriculum offer. The introduction of science, technology, engineering, art and mathematics (STEAM) sessions is intended to enable the transfer of learning across subjects and in all phases with links identified in planning and resources; however, this is not implemented consistently in lessons. Curriculum review takes place at departmental and phase levels. This ensures that there is adequate provision in most subjects to support students’ personal and social development but not consistently their academic achievement. Areas for development: The provision of levels in Arabic as an additional language based on students’ language skills. A balanced and comprehensive approach to the curriculum in Phase 2 to ensure a smooth progression of knowledge and skills for children moving up from Phase 1. Cross-curricular links to enable a greater transfer of learning between subjects. 4.2: Curriculum Adaptation / Phase 1 Phase 2 Phase 3 Phase 4 Indian Acceptable Acceptable Acceptable Acceptable School leaders make adequate modifications and adaptations to cater for the diverse academic and personal needs of various groups of students across all phases, including students with SEND, and G&T students. However, these modifications are more evident in lesson planning than delivery and there is a lack of curriculum content modifications, such as personalized resources to consistently address the diverse needs and capabilities of high attaining students to help them extend their learning. The curriculum across all phases is enhanced by a variety of extra-curricular activities that are tailored to meet the needs and interests of most students. Opportunities for enterprise and innovation are seen in different clubs and activities such as Inventopia, Dragon’s Den, and STEAM activities, which are intended to enrich students’ learning experiences and personal development. The extra-curricular activities offer improved opportunities for students to experiment, design and create objects that connect their learning to their daily experiences, such as designing the Hackathon app for attendance and making bags from recycled products to promote sustainability. Emirati culture and heritage are integrated into several subjects and school-wide events, such as morning assemblies and the celebration of national events. Additionally, students' enthusiastic singing of the national anthem in the morning assembly reflects their respect for the UAE leaders and culture. However, links to UAE culture and heritage are not sufficiently embedded across all classes and phases. Areas for development: Curriculum modifications with innovative personalized resources, especially for high-attaining students and students with SEND. Extra-curricular activities that promote UAE culture and heritage. 2424 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Phase 1 Phase 2 Phase 3 Phase 4 4.2: Curriculum Adaptation / UK Acceptable Acceptable Acceptable Acceptable The curriculum is modified in lesson plans and activities to generally meet the needs of different groups of students. The identification of students at different attainment levels has resulted in differentiated work for different groups of students. Additionally, the school has an Advanced Learning Program (ALP) for G&T students and established Individual Education Plans (IEPs) to support the learning of individual students with SEND. However, the curriculum has not yet been modified to fully meet the needs of the high attaining students in lessons in all subjects. Opportunities for enhancement, enterprise and innovation within the curriculum are an improving feature. Students are exposed to novel initiatives such as STEAM activities and project-based learning, as well as engaging in extra-curricular endeavors that foster innovation, such as participating in various exhibitions focused on sustainability, science, and art, although this is not yet a feature of all lessons. Students also participate in after-school sports activities further enriching their holistic educational experience. The range of extracurricular activities includes school competitions such as making speeches, storytelling and crafts competitions. The school integrates connections with Emirati culture and the UAE society throughout the curriculum. This concerted effort results in students gaining a comprehensive understanding of the values, culture, and society of the UAE. Initiatives such as displays in the corridors, and the observance of events such as National Day contribute significantly to deepening this understanding. However, these practices are not consistent across all subjects. Areas for development: Curriculum modification to better meet the needs of high-attaining students and the development of students’ critical thinking, creativity, innovation, and enterprise in lessons. Curriculum links and the development of UAE values, heritage and culture within subjects across the curriculum. 5. The protection, care, guidance and support of students 5.1: health and safety including Phase 1 Phase 2 Phase 3 Phase 4 arrangements for child protection/safeguarding / Indian Very Good Very Good Very Good Very Good The school has rigorous procedures for the safeguarding of students, including health, safety, and child protection. Staff are trained during induction and then twice more each year. Students receive training and contribute to the materials also used by staff and parents. Anti-bullying week is an important focus, and the Voice Matters postboxes are a valuable route for the communication of any concerns that are suitably recorded. A register of staff is maintained that indicates all recruitment checks. The premises are very safe, secure, and hygienic. Hazardous materials are kept securely including in the science laboratory preparation rooms. Buildings are well maintained and regularly deep cleaned. There is an online App through which staff can report any damage or necessary repairs, ensuring an immediate response. Fire evacuation drills are regular and have been supported by other agencies providing fire and first aid training to staff and student council members. In response to the previous report, a lift has been installed in the Indian section building and so, with additional ramps, all areas and facilities are accessible to those with limited mobility. Comprehensive records are maintained by the administrator’s team and medical records are kept confidentially in the two clinics. Clinic staff contribute to the health education program and form a part of the safeguarding team. Along with pastoral and physical education staff, they encourage participation in active sports, healthier eating, hydration, emotional well-being and the safer use of technology and social media. However, a few students consume unhealthy snacks at break times. Since the previous evaluation, some sports areas have been replaced with cushioned all-weather surfaces and indoor sports areas have been designated for hot weather. Areas for development: The consistent monitoring of and guidance for students to adopt healthy eating habits. 2525 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 5.1: health and safety including Phase 1 Phase 2 Phase 3 Phase 4 arrangements for child protection/safeguarding / UK Very Good Very Good Very Good Very Good The school has rigorous procedures for the safeguarding of students, including health, safety, and child protection. Staff are trained during induction and then twice more each year. Students receive training and contribute to the materials also used for staff and parents. Anti-bullying week is an important focus, and the Voice Matters postboxes are a valuable route for the communication of any concerns that are suitably recorded. A register of staff is maintained that indicates all recruitment checks. The premises are very safe, secure, and hygienic. Hazardous materials are kept securely including in the science laboratory preparation rooms. Buildings are well maintained and regularly deep cleaned. There is an online App through which staff can report any damage or necessary repairs, ensuring an immediate response. Fire evacuation drills are regular and have been supported by other agencies providing fire and first aid training to staff and to student council members. In response to the previous report a lift has been installed in the Indian section building and so, with additional ramps, all areas and facilities are accessible to those with limited mobility. Comprehensive records are maintained by the administrator’s team and medical records are kept confidentially in the two clinics. Clinic staff contribute to the health education program and form a part of the safeguarding team. Along with pastoral and physical education staff they encourage participation in active sports, healthier eating, hydration, emotional well-being and the safer use of technology and social media. However, a few students consume unhealthy snacks at break times. Since the previous evaluation, some sports areas have been replaced with cushioned all-weather surfaces and indoor sports areas have been designated for hot weather. Areas for development: The consistent monitoring of and guidance for students to adopt healthy eating habits. Phase 1 Phase 2 Phase 3 Phase 4 5.2: Care and support / Indian Good Good Good Good Staff and students have positive relationships based on mutual trust and respect. This underpins the school’s effective behavior management system. Parents express a high degree of satisfaction with the school and so they work in partnership to manage both attendance and punctuality, which have improved since the last evaluation. Thorough systems exist to identify students with SEND and G&T. Observations begin at orientation and within a short time students are identified who may benefit from some support. The school is inclusive, providing that they can meet the child’s needs. Those with additional needs are supported effectively and remain fully integrated during lessons. They are monitored through detailed IEPs or Individual Behavior Plans (IBPs). The special educational needs coordinator (SENCO) shares strategies with teachers and advises parents on how to maintain the support. G&T students are identified early on and provided with additional opportunities through participation in events, competitions and extra-curricular activities. However, they are not always adequately challenged during lessons. The pastoral and safeguarding teams monitor all students’ personal development and well-being using recorded data. Students feel well supported and cared for. Guidance for careers and tertiary education commences and is supported effectively by internal processes, external agencies, and alumni. Areas for development: The consistency of support for G&T students including the personalization of learning challenges during lessons and in written work to develop and extend their learning. 2626 School Evaluation Reports - ST. MARY'S HIGH SCHOOL – 2023/2024 Phase 1 Phase 2 Phase 3 Phase 4 5.2: Care and support / UK Good Good Good Good Staff and students have positive relationships based on mutual trust and respect. This underpins the school’s effective behavior management system. Parents express a high degree of satisfaction with the school, and they work in partnership to manage both attendance and punctuality, which have improved. Thorough systems exist to identify students with SEND and those who are G&T. Observations begin at orientation and within a short time students are identified who may benefit from some support. Those with additional needs are supported effectively and remain fully integrated during lessons. They are monitored through detailed IEPs or IBPs. The SENCO shares strategies with teachers and advises parents on how to maintain the support. G&T students are identified early on and provided with additional opportunities through participation in events, competitions and through extra-curricular activities. However, they are not adequately challenged during lessons. The pastoral and safeguarding teams monitor all students’ personal development and well-being using recorded data. Students feel well supported and cared for. Guidance for careers and tertiary education commences and is supported effectively by internal processes, external agencies, and alumni. Areas for development: The consistency of support for G&T students including the personalization of learning challenges during lessons and in written work to develop and extend their learning. 6. Leadership and Management Judgment 6.1: The Effectiveness of Leadership Acceptable The principal and his senior leadership team have further developed and clearly communicated the school’s ethos and values showing commitment to inclusivity, school improvement and the UAE and Emirate priorities. This is evident in the way all school leaders, teachers, students, and parents explain what the important priorities are for the school, guided by its belief system. In both sections, school leaders have delegated appropriately the responsibilities to oversee the provision for students with SEND and those who are G&T. The school