Dwight School Dubai Learning Community Reflection and Peer Evaluation Report PDF

The Collaborative Learning Protocol Learning community reflection and peer evaluation report template for schools and visitors Second edition For use from July 2022 Contents Instructions...

The Collaborative Learning Protocol Learning community reflection and peer evaluation report template for schools and visitors Second edition For use from July 2022 Contents Instructions 3 Documentation portfolio 3 Part 1. School context 5 Part 2. NEASC Foundation Standards and IB documentation updates 5 Part 3. Survey analysis 6 Part 4. School strengths and areas for further consideration 7 Part 5. Learning community reflection and visitors’ observations 12 Part 6. Future designs 24 Part 7. Reflection on ACE Learning 4 Cs 24 Part 8. Conclusions and next steps 25 Page 2 of 40 Learning community reflection and peer evaluation report template Instructions Save this template as ‘[School name] Learning community reflection and peer evaluation report’ before completing. Enter your responses in the appropriately labelled text boxes. All questions should be answered, unless otherwise noted. School responses appear in red. Visitor responses will appear in blue. Submit this template in Word format so that the visitors can contribute their comments. No changes will be made to the school’s original narratives. Contact [email protected] and the school’s IB World School manager with any questions. Name of NEASC and IB visitor(s): Agustina Lacarte, Dima Azzam / Qubain, Mary Tadros, Elani McDonald, Cendrella El Kettaneh, Katia Abboud Visit dates: 23-26 June 2024 School information Full school name Dwight School Dubai IB school code 060777 School street address Sports City City, state/province, country Dubai, United Arab Emirates Postal code 00000 Head of school name David Hutson Head of school email [email protected] Accreditation coordinator Katie Hendry name Accreditation coordinator [email protected] email IB PYP coordinator name Katie Hendry IB PYP coordinator email [email protected] IB MYP coordinator name Katherine Filkins IB MYP coordinator email kfilkins@dwight,ae IB DP coordinator name Peter Atkins IB DP coordinator email [email protected] Part 1. School context School context: Provide below an updated introductory narrative about your school. You may copy and update as needed the version you submitted in the NEASC Preparatory Visit form or the IB School and programme information template. (500 words or less) Please include: enrolment and staffing information (numbers and number of nationalities) school location, history, governance structure accreditation, certification and authorization history of the school brief description of guiding statements or definition of learning highlights of current strategic or long-range plans. Dwight School Dubai is an authorised school of the International Baccalaureate for the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Dwight’s legacy of innovation and personalised learning dates all the way back to 1872. Right from its inception, Dwight has been committed to fostering the next generation of global leaders and ethical citizens who can thrive anywhere in the world. As part of a global network of Dwight Schools, the school has brought this long and rich heritage of being a premier international independent school to the UAE. The Dwight learning journey is Page 4 of 40  designed to prepare students for bright and promising futures by helping them secure admissions to some of the best Ivy League schools, year after year. The school moved to its new Dubai Sports City campus for the start of Academic year 2022-23. The premises are of a high quality and the learning environment is safe, stimulating, supports the curriculum, and is conducive to teaching and learning with appropriate space that supports teaching, extra-curricular activities and staff / student work, social and leisure activities. The premises are in excellent condition. The governing board meets formally three times per year to discuss and evaluate school performance that includes student and inspection outcomes, finance, operations, marketing, HR matters, student enrollment and, more recently, NEASC (New England Association of Schools and Colleges) accreditation. Our short term educational goals are threefold: Vision for Learning - Dwight School Dubai strives to empower a passionate learning community which nurtures innovative learning skills in preparation for an increasingly globalised world. Development of innovative practice through the Spahn Innovation Centre, MakerSpace and Digital Learning. Student’s Achievement - Student progress and attainment measures favourably against national and international benchmarks. Recognised as a school with high academic standards. External Accreditation - Commitment to self-evaluation and process of continuous school improvement against rigorous international standards. Our long term educational goals include: Excellence - Outstanding IB school with high academic standards and excellence in the Arts and Sport. IB Community - A leading contributor and collaborator with the local and wider IB community. Service - Reputation for local and international community service. Total number of students, KG1 to Grade 12: 544 (581 including PreK) Number of student nationalities: 65 Top 5 student nationalities (number / percentage): American - 89 / 15%; British - 48 / 8%; Russian - 47 / 8%; Indian - 38 / 7%; Canadian - 30 / 5% % Muslim students: 32 Number of staff nationalities: 24 Top 5 teacher nationalities (number / percentage): UK - 20 / 24%; India 11 / 13%; Egypt - 7 / 8%; USA, South Africa and Pakistan - 5 / 6% Number of teachers: 71 (including Inclusion Team, Early Years Leader and expansion positions) List the materials shared with the IB and/or NEASC and saved in the documentation portfolio or submitted in IB Concierge, for example, organisational chart, school profile sheet given to universities, etc. Continuum (link) School and programme profile Legal entity and licensure documentation Statement of acceptance School information School brochure and/or website and/or promotional literature produced by the school concerning the implementation of the programme Parent or legal guardian and student complaints procedures School mission and vision statements School strategy Organization chart Shows the pedagogical leadership team (including the programme coordinator) and reporting lines Job description(s) for the head of school or designee(s) Provide job descriptions for roles with decision-making authority over the programmes Job description(s) of the programme coordinator(s) Include all additional responsibilities besides coordination—indicate the percentage of the coordinator’s weekly Page 5 of 40 schedule that is devoted to complying with the coordination responsibilities. Programme budget Professional development information for head of school Access and/or admission policy Inclusion policy Academic integrity policy Language policy Assessment policy PYP Professional development information for PYP Collaborative planning description and schedule Sample schedules for each grade/year of the programme Programme of inquiry Unit planning process Three completed unit planners or equivalent evidence of use of the PYP planning process for each grade level An exhibition planner or other exhibition documentation Reporting Examples of school-based reporting from different grade/year levels MYP Collaborative Planning Calendar of school deadlines Sample Schedule ATL Chart Subject Group Overviews Two unit plans from each subject group Interdisciplinary unit Assessments-onscreen and ePortfolio Personal Project Service as Action DP Collaborative Planning Calendar of school deadlines Sample Schedule Curriculum Documentation: Studies in Language & Literature Curriculum Documentation: Language Acquisition Curriculum Documentation: Individuals & Societies Curriculum Documentation: Sciences Curriculum Documentation: Mathematics Curriculum Documentation: Page 6 of 40 The Arts Curriculum Documentation: TOK DP Core: EE Supervision DP Core: CAS Handbook DP Core: CAS Experience Examples Visitors’ comments or additions (if any) to school context and background. Click or tap here to enter text. Page 7 of 40 Part 2. NEASC Foundation Standards and IB documentation updates NEASC Foundation Standards and curriculum update Indicate any progress towards addressing NEASC Foundation Standards recommendations that you have not already reported to NEASC. Alternatively, you may upload an updated copy of your NEASC Action Plan and indicate so below. In addition, outline any curriculum developments made since the Preparatory Visit and include links to evidence provided. As the NEASC annual report was shared at the end of February 2024, there are not many updates to be shared regarding the NEASC Foundation Standards. Below we have described the curriculum review process and developments made since the Preparatory Visit. The school has a systematic approach to the curriculum review process. Every taught unit goes through a process: reflect on strengths and areas of development for the year before, use these to inform next steps in planning, reflect next steps in planning in the current year unit plan (no unit is ever taught the same year every year). End of unit reflections are noted in the planners ready for the cycle to begin again during the next academic year. Curriculum review and development takes place regularly after analysis of data from each data drop. Secure systems are in place to ensure that all teachers understand curriculum modification based on analysis of data including provision for students of determination. Curriculum developments since the Preparatory visit: Review of the core subjects to align with the external assessments, such as MAP and TIMSS, and create a smoother transition from PYP to MYP and MYP to DP. The Early Years Foundation Stage curriculum has been embedded alongside the PYP units of inquiry, in PreK and KG1, to ensure age appropriate developmental touchpoints in all areas of learning and progression of the development of skills into KG2. Rigorous backwards planning by the head of early years and PYP subject leaders to ensure the transition between Early Years and the rest of the PYP. Introduction of weekly science lessons in Grade 4 and 5 with Upper School specialist science teacher. Teaching Grade 4 and 5 students in the science labs, along with collaborative planning and assessment moderation to improve skills progression and student learning from PYP to MYP. Systematic and structured opportunities for collaborative planning within and between departments. During these meetings, data is used for the planning of units and lessons. Interdisciplinary units of study have been successfully completed in all phases with a specific focus group aimed at monitoring the implementation of these. A bigger focus of ICT provision throughout the curriculum and teaching of ICT skills. Curriculum Adaptation Documents (linked) English Maths Science Visitor comments on NEASC Foundation Standards and curriculum developments since the Preparatory Visit. Click or tap here to enter text. IB documents and programme update In response to the IB preliminary review, for any unresolved preliminary matters to be addressed, submit the IB action plan. If all matters have been addressed, upload instead the revised preliminary review report. Page 8 of 40 Based on the review of the programme documentation, and observations by the team during the visit and in conversations with members of the school community, IB programme standards and practices requirements and specifications still not in place will be noted in the table below. Visitors’ response: Based on the review of the programme documentation, and observations of the team during the visit and in conversations with members of the school community: ☐ all requirements are in place ☐ the following requirements were found not to be in place. Add rows as needed. Practice Requirement and Finding Evidence to be specification, if provided by the school applicable Click or tap here to enter text. Page 9 of 40 Part 3. Survey analysis In this section, provide a summary of the analysis of the results of the NEASC-CIE learning surveys that were completed by students, teachers, parents, governance and leadership. You may organize your response as you wish – such as by stakeholder group or by theme. Please indicate to what extent these surveys have helped to inform and guide your Learning Community Reflection. Note: An analysis is not simply a set of results, but a reflection on the feedback about the strengths and challenges indicated by the responses of each section of the community. School’s analysis of student, teacher, parent, governance and leadership surveys Students Responses were gathered from 151 students across Grades 4 to 11. The majority of student responses fell in the agree/strongly agree categories across the questions, which was encouraging to see. However, a couple of questions stood out for reflection. When asked about having a choice in how they want to learn 37 respondents disagreed with this statement. This suggests we need to review student agency in some areas. However, 96 respondents stated they agree/strongly agree that the purpose of what they are learning is clear to them. Although 59 respondents stated they disagree/strongly disagree that they are rarely bored at school, 93 agree/strongly agree the level of challenge in their work is just right. This may suggest though that the opportunities for stretch and challenge need to be clear in every lesson. Parents It was encouraging to see that the parent community agreed/strongly agreed for the large majority of questions posed. There is a general consensus that the school is providing personalised learning opportunities with a drive to develop the spark of genius in each student. Perhaps the stand out point for reflection was the need to create more opportunities for students to participate in meaningful community service/service learning projects, as 11 parents had indicated they disagree with this. Faculty Responses were gathered from 40 members of faculty. The majority of faculty responses fell in the agree/strongly agree categories across questions. However, the questions that stood out with more answers in the disagree category were sufficient time and opportunity to engage in reflection about teaching and learning, and time and opportunity to work collaboratively with my colleagues. Leadership Looking at the results, the members of staff in leadership feel well supported and the responses to the survey questions were almost always in the agree/strongly agree categories. The responses evidence that a positive learning environment has been created with high expectations of all students and staff members. Balancing the expectations and requirements of the IB and KHDA remains a challenge for our school, but one we are constantly seeking ways to address and accommodate. We are mindful of the need to engineer further opportunities for collaboration in certain sections of the school. As collaboration and interdisciplinary learning has been raised as areas of development through the surveys, we decided to focus on learning principle 1. Visitors’ comments on the school’s analysis of its survey results and use of this data in the reflection process Click or tap here to enter text. Page 10 of 40 Part 4. School strengths and areas for further consideration Part 4a. IB programme strengths During the Learning community reflection, the school will have considered the programme strengths. Provide a brief summary of any strengths identified for each programme standards and practices framework category. School’s analysis of purpose: Sharing an important mission (link to key documents) The school's commitment to a high standard of academic excellence and a comprehensive, inclusive IB education is evident across all facets of school life. The alignment of the school's vision and mission with the IB mission underscores its dedication to international and IB educational standards. Additionally, the establishment of a clear educational direction ensures that all school leaders, teachers, and staff understand their roles and levels of accountability for driving school improvement. The school's strong emphasis on inclusion, safeguarding, and student wellbeing further reinforces its values. Moreover, the governing board's ability to inspire the school leadership team and community with a clear mission, vision, and ethos that align with the IB mission and philosophy demonstrates a unified commitment to the school's important vision. This analysis highlights the school's cohesive approach to realising its vision and emphasises the collective effort of all stakeholders in upholding its principles. Visitors’ response Click or tap here to enter text. School’s analysis of environment: Providing essential structures, systems and resources (link to key documents) The school provides effective learning spaces, technologies and documentation. Resources and facilities in place are fit for purpose across the PYP, MYP and DP phases. School complies with IB requirements in terms of delivery of access arrangements and the security and administration of examination materials. Administration of examinations are held to the highest standards. The school fosters an inclusive environment for student success and has clear systems and processes to identify the needs of students. This commitment is demonstrated through comprehensive systems, policies, and resources, ultimately driving overall school development, again evidenced through planning, policy and practice. The IB Coordinators, teachers, Heads of Department, and Quest team work closely and collaboratively to ensure students’ learning needs are met. Fostering the social, emotional, and physical well-being of both students and teachers is a priority for our school. Well-being surveys are in place on a weekly basis for students in MYP/DP, and daily wellbeing check-ins happen in PYP classrooms. There is clear promotion of open communication based on understanding and respect. Implementing systems for advising students on program choices and future opportunities enriches our school community and empowers students for success beyond graduation. This is well developed and embedded throughout the school. Careers and university guidance is extensive, evidenced by the frequent, meaningful engagements offered on site in school by visiting universities. Careers guidance is offered throughout the phases, through guest speakers, careers day, careers fairs and work experience opportunities in the MYP and DP. School trips, guest speakers and parent expertise are drawn upon and integrated into the curriculum in order to continue to foster links to the wider community. The school has developed a number of partnerships in the local community to enhance the delivery of the curriculum, such as VR academy. In our school, learning environments are student-centred and crafted to bolster their learning journey and showcase their comprehension of concepts covered. Learning environments have a high focus in our school, lessons are differentiated and the quest department supports all teachers and students to enable students success. Teachers have regular IB meetings with the coordinator and are updated on relevant IB content. At our school, leaders ensure that teachers are using current IB resources and regularly review program implementation through meetings and ongoing supervision. Best practice is shared within and between departments and feeds into the professional development provision. Lessons are frequently monitored through lesson observations, learning walks and open door initiatives, and all HOD’s have all resources necessary to ensure that this is taking place. Page 11 of 40  In our school, both leadership and teachers engage in relevant and timely professional learning to enrich their practice. The school gives frequent training in/out school to ensure the high quality of learning. Teachers participate in IB certified professional development courses as and when required. In addition, school leaders have completed internationally recognised NPQLT/NPQSL professional qualifications. Weekly meetings among grade-level teachers provide structured opportunities for planning and reflection. Preceding each unit, collaborative sessions with specialist teachers ensure comprehensive preparation and integration across disciplines. Teacher’s timetables are carefully considered and preparation and planning time is factored in for each week. Departmental meetings occur weekly and are timetabled in. When necessary these will include other relevant parties, such as meeting with the Quest team. Visitors’ response Click or tap here to enter text. School’s analysis of culture: Creating positive school cultures (link to key documents) Throughout the self study, the visibility and availability of school policies were prominent and well communicated to staff. For example, staff members are aware of the policies and where to find them, their purpose and their impact. This extends into the daily staff culture and behaviour, and staff are aware of their role and responsibilities in promoting an IB education. Alongside the written policies, a variety of programs, opportunities and community events are delivered across the school and throughout the year that assist in the communication and promotion of IB policies, for example International Day, Extra Curricular Activities and school marketing. This also includes the inclusion and promotion of local Emirati culture, including reference to local customs and tradition whilst maintaining the school philosophy of international mindedness. This development of IB policies feeds into the daily teaching practice, which is supported by work from the ‘Quest’ (inclusion) department to ensure accommodations and access arrangements are in place for all students to access IB programs - this is a notable strength of the school. Finally, teachers are supporting students to access IB policy through their teaching, for example through explicit assessment rubrics and access to opportunities that bring policy to life, such as through International and field trips. Daily teaching practice is then supported by overarching curriculum development, such as robust and well communicated programs of inquiry and a school wide, yearly reviewed scope and sequence. Visitors’ response Click or tap here to enter text. School’s analysis of learning: Ensuring effective education (link to key documents) The school implemented a coherent curriculum that covers all essential subjects and learning objectives while promoting critical thinking, creativity, and problem-solving skills. The curriculum is aligned with IB educational standards, ensuring consistency and quality across different phases. School has integrated technology effectively into the curriculum to enhance learning experiences and prepare students for the digital age. There is collaboration among various stakeholders, including management, educators, parents, and students. School has implemented personalised learning initiatives, allowing students to pursue their interests and take ownership of their learning. There is continuous evaluation and improvement to keep the curriculum up-to-date with changing educational trends, technological advancements such as Generative Artificial intelligence. There has been successful Implementation of diverse teaching strategies to cater to different learning styles and needs of students. There has been successful implementation of professional development programs for teachers to enhance their teaching skills and approaches. Achievement could be seen in increased student engagement in lessons, demonstrated through active participation, enthusiasm for learning, and positive feedback from students. There has been successful implementation of effective assessment strategies aligned with IB principles, improvements in assessment methods to promote student learning and understanding, enhancements in feedback mechanisms to support student growth. Visitors’ response Click or tap here to enter text. Page 12 of 40 Part 4b. Development of IB standards Using the scale in the table below, indicate the level of development for each standard of each IB programme. For more information about the self-assessment process, including the descriptors, consult the IB Guide to programme evaluation (2022). Shows Offers Shows development opportunity Requires Purpose: Sharing an important mission notable beyond for additional development development requirements development Purpose Schools implement (0101) IB programmes to School self-assessment develop inquiring, Yes knowledgeable and PYP caring young Yes people who help to MYP create a better and more peaceful Yes DP world through intercultural n/a CP understanding and respect. CLP team PYP MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Offers Requires Shows Shows Environment: Providing essential opportunity significant notable satisfactory structures, systems and resources for additional developmen development development development t Leadership The leadership and and governance of IB governance World Schools (0201) create and sustain School self-assessment high-quality learning environments. Yes PYP Yes MYP Yes DP n/a CP CLP team PYP MYP DP Page 13 of 40  CP Comments on school development of IB standards Click or tap here to enter text. Student Learning support environments in IB (0202) World Schools School self-assessment support student success. Yes PYP Yes MYP Yes DP n/a CP CLP team PYP MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Teacher Learning support environments in IB (0203) World Schools School self-assessment support and empower teachers. PYP Yes MYP Yes DP Yes CP n/a CLP team PYP MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Page 14 of 40  Offers Requires Shows Shows Culture: Creating positive school opportunity significant notable satisfactory cultures for additional developmen development development development t Culture Schools develop, School self-assessment through implement, policy communicate and Yes implementa review effective PYP tion (0301) policies that help to Yes create a school MYP culture in which IB philosophy can Yes DP thrive. n/a CP CLP team PYP MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Offers Requires Shows Shows opportunity significant Learning: Ensuring effective education notable satisfactory for additional developmen development development development t Designing Learning in IB School self-assessment a coherent World Schools is curriculum based on a Yes (0401) coherent PYP curriculum. Yes MYP Yes DP n/a CP CLP team PYP MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Students Learning in IB as lifelong World Schools School self-assessment learners aims to develop (0402) students ready for Page 15 of 40  further education Yes and life beyond the PYP classroom. Yes MYP Yes DP n/a CP CLP team PYP MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Approaches IB programmes School self-assessment to teaching encourage (0403) approaches to Yes teaching that PYP create learning Yes experiences that MYP are shown to be Yes meaningful to the DP school community. n/a CP CLP team PYP MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Approaches Learning, teaching School self-assessment to and assessment assessmen effectively inform Yes t (0404) and influence one PYP another. Yes MYP Yes DP n/a CP CLP team PYP Page 16 of 40  MYP DP CP Comments on school development of IB standards Click or tap here to enter text. Part 4c. Other school strengths—whole learning community In the space below, summarize other areas of learning considered strengths throughout the whole learning community. School strengths throughout learning community In addition to the areas identified in 4b for the development of IB standards, below is a holistic summary of strengths across key areas of the school community. Islamic Robust and embedded termly assessment and moderation. The Zayed Crew - a student-led initiative - promotes the understanding of the key areas of Islamic principles and concepts by leading Islamic and Arabic culture events beyond the school. Cornerstone Projects, multimedia approaches, role-playing, and school corridor displays make Islamic principles and Seerah stories come alive, fostering deeper understanding and active engagement. The "Hafiz '' programme, including Quran circle, tailors memorization goals and techniques to individual learning needs, promoting self-directed learning and improved Quranic mastery. Arabic The school encourages the joy of reading through weekly reading programmes and a variety of Arabic books. The school has enriched the Arabic B curriculum to focus on the practical language skills and real life connections. Robust and embedded termly assessment and moderation process. English A robust and progressive English curriculum that covers both IB Language expectations as well as MAP external assessment outcomes, PIRLS and PISA. Robust termly assessment and moderation process. Students have numerous opportunities to showcase creativity in the form of different text types like infographics, speeches, declarations and short stories. Personalised and targeted Intervention strategies. Mathematics Robust curriculum with a focus on personalised learning, critical thinking and problem solving. Robust termly assessment, moderation processes, and assessment data analysis embedded. Opportunities for students to demonstrate innovation, enterprise, application of knowledge and use of technologies. Science Rigorous termly assessment and moderation process. Further development of interdisciplinary learning to encourage inducing understanding of Page 17 of 40  science concepts. Science support and extension programs are part of the scheduled ECA program each ter Learning Skills Students demonstrate happiness at school. Embedded practice of Professional Practice Review (PPR), including regular and planned learning observations and learning walks, shows student engagement. Exciting collaboration opportunities for students - exhibitions such as MYP & DP Mathematics, MYP & DP Science, Grade 10 Personal Project, Grade 5 Exhibition and DP Theory of Knowledge. Embedded CPD programme and calendar. Students’ personal and social development, and their innovation skills Student leadership is very well established throughout the school, with even the youngest students having agency. Students are proud of their school and strive to make a positive impact through leadership opportunities. Students’ very good behaviour reflects the school’s ethos and positive culture. Students speak highly of the friendly learning environment and their teachers. They feel happy and safe in school and collaborate very well. Relationships between students and between students and staff across the school are very caring, positive and respectful; a strong sense of community pervades the school with staff, parents and students frequently coming together to support and celebrate success. Students' knowledge and understanding and application of safe and healthy lifestyles; frequently initiating and participating in a range of activities that promote healthy lifestyles. Students' understanding and appreciation of their own and other world cultures is very well developed and is integrated throughout all programs. Teaching and assessment Teachers are highly qualified and have extensive IB training. Short term, mid-term and long-term planning is embedded and informed by the use of data to personalise learning. An Excellence in Teaching model has been embedded which has changed the culture of the school reflecting regular focus on classroom practices. Opportunities for continual professional development directly related to classroom practices. Student and parent surveys show that students have a positive relationship with their teachers. Curriculum The curriculum is broad, balanced, engaging and age-appropriate with clear end of grade expectations. Wide range of subject choices in the DP (Phase 4) allows students to access all university pathways. A progressive curriculum that covers both IB expectations as well as ensuring coverage of external assessment outcomes. Strong examples of interdisciplinary (cross-curricular) links, in all phases, across all subjects. The protection, care, guidance and support of students Robust and rigorous safeguarding and child protection procedures. Highly effective arrangements to ensure the health, safety and security of students, staff and visitors. The quality and suitability of the school building, its facilities, the maintenance, equipment and record keeping are excellent. Identification; well-developed Individual Student Learner Profiles and IEPs. Student progress data monitoring and review of action plan (SOfD, EAL, G&T). Student voice in their learning journey and strong collaboration with all stakeholders. Leadership and management School leaders' commitment and vision for high academic standards, and a holistic and inclusive IB education, is evident in all aspects of school life. Page 18 of 40  Very clear education direction has been established with all school leaders, teachers and staff knowing their role and level of accountability for school improvement. Inclusion, safeguarding and wellbeing values are strong. School leaders have a thorough understanding of the UAE Inspection Framework, with clear self-evaluation and improvement planning that is driving improvement. The school has an effective and embedded system for regular and planned monitoring and evaluation of teaching and learning. Through the distributed leadership model, school leaders and teachers, at all levels, are involved in the school evaluation and improvement cycle. Parents are supportive partners in developing school life and their child’s learning. Parents are well informed about their child’s learning. The governing board inspires the school leadership team and community with a clear mission, vision, and ethos. The governing board has had a positive impact on the overall performance of the school. The day to day management of the school is well organised with effective systems, procedures and routines in place. The premises are of a high quality and the learning environment is safe and conducive to effective teaching and learning. Visitors’ response Click or tap here to enter text. In the space below, offer relevant observations on learning throughout the learning community, among all learners young and old. School’s reflection on strengths in learning throughout learning community As documented in the above sections, there is a strong focus on providing high quality learning across the phases for students, and extensive opportunities for staff personal and professional development. There is a clear shared vision for what high quality learning looks like in practice, in and around the learning community. Teaching and learning strategies are formulated from evidence based research which helps to inform the development of pedagogy in school. Our regular professional practice review informs the development of our annual needs based professional development programme. Visitors’ response Click or tap here to enter text. Page 19 of 40 Part 5. Learning community reflection and visitors’ observations This template includes both the reflection on the area of focus for the IB programme development planning and the Learning Principles chosen by the school. The question prompts for reflection are included in each agency’s documentation. See the IB Guide to programme evaluation (2022) and the ACE Learning Ecosystem: Standards and Principles 2020v1 for the detailed support for reflection process and question prompts. In each section, be sure to include the following information. A. Future goals: Briefly summarise which areas the school is aiming to develop and why, and how the school will know if it achieves the goal. B. Current reality: Describe the current situation and the evidence demonstrating the Impact of learning. C. Next steps: Outline the actions that will be taken to ensure the desired changes and how the Impact will be evaluated. D. Reflections: Reflect on the process and the transferability of the learnings. E. Community self-rating and evidence: Rate along the learning continuum and provide evidence to support the community’s rating. F. Visitors’ observations: Peer evaluators will fill in section “F” after their observations. Indicate below which five Learning Principles the school chose to engage with during the reflection process. ☐ 1. Learning purposes ☐ 2. Dimensions of learning ☐ 3. Evidence of learning ☐ 4. Learning perspectives ☐ 5. Learner engagement and autonomy ☐ 6. Research and reflection on learning ☐ 7.Inclusion, Diversity, Equity and Belonging ☐ 8. Governance and leadership for learning ☐ 9. Learning space and time ☐ 10. Learning community well being Indicate which Learning Principle includes the IB programme development focus. Record this in the next section under Learning Principle reflection 1. Learning Principle 1: learning purposes Page 20 of 40 Learning Principle reflection 1 Learning Principle 1: Learning Purposes Name the chosen Learning Principle for this reflection. Provide a brief rationale for why the school selected this Learning Principle. We chose this learning principle because our learning builds understandings, competencies, knowledge, and dispositions that can be applied across different situations. Dwight learners become responsible and successful global citizens by actively engaging with complex real-world issues but we know there is room for growth in this area. From our surveys, it became evident that members of staff feel time and space for collaboration and interdisciplinary learning is an area of development. IB programme development Briefly outline the area of focus. Transdisciplinary, Interdisciplinary learning, Multidisciplinary Learning PYP: In the Primary Years Programme, successful transdisciplinary learning means authentic connections between the learning that is happening in the homeroom classroom and the specialist lessons. At Dwight School Dubai we are very fortunate to have many specialist subjects offered to all students (art, music, makerspace, PE, Arabic, Mandarin, French, Spanish and Islamic Studies). To make the learning as transdisciplinary as possible, we have regular collaborative planning meetings where homeroom teachers and specialist teachers come together to plan the next unit of inquiry. Where specialist teachers teach a stand-alone unit, our focus is to ensure that the PYP key elements (such as ATL skills and key concepts) do align. A lot of work has been done on creating rigorous scope and sequence documents for the different subjects taught in the PYP, and mapping these outcomes across the grades and units to allow for more natural integrations. MYP: In the Middle Year Programme interdisciplinary learning is a crucial element to conceptual understanding. When students are able to approach a concept with different subject lenses it leads to a deeper understanding of what is being taught. Knowing that subjects are interconnected helps them to understand the world around them. At Dwight we are working towards fulfilling the requirements and every grade participates in an Interdisciplinary unit of study (this was introduced this academic year). In addition to this the students took part in an IDU fair which involved Science and I&S this past academic year. The school also has an IDU focus group who has developed a teacher handbook/policy for interdisciplinary teaching and learning in the MYP. The Global Contexts form an integral part of the unit planning process and act as a common thread connecting the different disciplines. DP: There are some opportunities for interdisciplinary and multidisciplinary learning at Diploma Programme level. The Theory of Knowledge course provides the conceptual lens through which all subject groups are considered and the school has been working to develop further connections to, and integration of TOK concepts in subjects. Targeted CPD for all MYP and DP teachers focusing on TOK has been provided by an external TOK specialist. In addition, subject teachers now acting as guest TOK lecturers/workshop leaders enrich the TOK curriculum provision at relevant points through the curriculum, however, there is further scope for development.. The Group 4 project has been given a renewed prominence in the DP calendar, further providing interdisciplinary learning opportunities for the DP students to engage with. Moving forward, we are focusing on trying to build greater collaboration both between the group specific subjects and between the groups themselves. List the four to eight IB practices that the school chose to engage with during the reflection process and to embed into the reflection on this chosen Learning Principle. What practice or practices need to be in place for this development to be successful? 1) Leadership 3: The school organises time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. Page 21 of 40  2) Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s). (0203-03) What practice or practices identify the people who are responsible for the work? For example, teachers, leadership, students? 3) Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04) 4) Lifelong learners 3: Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively. (0402-03) What practice or practices show how the work will be done? That is, what actions will be taken? 5) Coherent curriculum 1: The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s). (0401-01). 6) Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04). What practice or practices indicate why the school is undertaking the work? That is, what is the reason for this focus? 7) Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB programme(s). (0401-02) Briefly summarize the reasons why the school selected this focus for IB programme development. The school selected this reason because it was identified as a crucial element to the successful implementation IB programme in all branches of the continuum and is an area that while meeting the IB requirements, could be improved further. When we initiated the process of reflection for this CLP visit, we identified that interdisciplinary learning was an area of development for the school. Although actions have been put in place to start moving forward in this area and impacts are starting to be seen, there is still further scope of development across the programmes. A. Learning community reflection: Future goals Where do we want to be? We will have in place … 1.1 Allocating time for students to take action in school and beyond, linked to their learning. (Pomade presentation) 1.2 Creating further engaging opportunities for children to be exposed to more real world problems and issues in order to develop an ethical and global mindset. 1.3 Plan more students to interact with the Learner profile per week and dig deeper into what it is, its importance and the positive effect that it will have on them and the community. Desired evidence of Impact(s) on learning and learners. (What will success look like?) 1.1 Connecting students with local initiatives or programs and then celebrating this with the wider school community. This can be shared on Social Media, Newsletters and the whole school Action Board.Cross-program ( PYP/ MYP/DP) initiatives where children of different ages can join initiatives that they are interested in. 1.2 International trips with a focus on making a difference to the community that they visit. 1.3 Effective planning of activities and opportunities to showcase the profiles B. Learning community reflection: The current reality Where are we now? We currently have in place … Page 22 of 40  1.1 Learners are put in real life scenarios where they have to critically think and creatively communicate with their classmates. We use a variety of mediums to gauge their learner such as technological and student leadership roles. 1.2 We currently provide for our learners to develop an ethical mindset and a global perspective when they engage with real-world problems and issues. The evidence that we have to support this statement include our units of inquiry that focus on a central global context, the Dwight Global Sparkathon, TOK exhibitions, international trips to: Thailand, New York, Korea and Switzerland and our ECA program which included: Model United Nations, Global issues network, world scholars and Eco-rangers. We further enhance their critical thinking through our extensive use of interdisciplinary learning in each year's level of the MYP ( IDU Science and I&S Fair) and trans disciplinary learning in the DP ( Group 4 project). 1.3 There are clear schemes of work shared with the students to allow them to understand the curriculum road map and the links. To complement this, clear grading rubrics are used across all subjects with level descriptors for students to take responsibility for their learning. The structured learning, as well as consistent assessment allows the students to get their best possible grade. We also have a strong reward system through the Dwight house system. Here, students are rewarded for much more than just their academic attainment. Current evidence of Impact(s) on learning and learners. Scope and sequence documents as well as assessment rubrics outlining grade descriptors for each subject. The Dwight house system, where the students are given house points for their positive contribution to the Dwight community. As well as the reward of house points to be crowned overall champions, they are regularly rewarded throughout the year with various incentives such as a pizza party. There has been a large increase in the allocation of house points and the comradery IDU assessments and IDU teacher handbook which give students the opportunity to showcase the cross curricular links that they have created. Evidence list Grade 12 acceptances to college globally showcases how the assessments are aligned to future aspirations. They are allowing students to achieve their goals. C. Next steps (closing the gap between where we are and where we want to be) 1.1 Continue to foster links both within and outside the school community in order to provide opportunities for students in PYP to ‘take action’, MYP students to engage in ‘service as action’ and DP students to develop their service engagement as part of their CAS programme. 1.2 Age-appropriate guest speakers D. Reflections Including learnings from the reflection so far and how they lead to next steps. Students are given the opportunity to showcase the transferability of their learning through the various IDU’s in the MYP program. As a school community we have structures and systems in place that are leading to the desired impact on learners. The Learning Community is gathering evidence, artefacts, and stakeholder feedback to ensure that all learners are benefiting. This is showcased in classroom displays and students notebooks. Showcases such as personal projects and extended essays also reinforce this. E. Community self-rating and evidence Page 23 of 40 After reflecting on the Learning Principle, indicate the stage of development the community believes it has achieved so far in the learning continuum rubric, and provide evidence to support the rating. Use the rubrics attached to the Learning Principles as a guide. The information is found in the document ACE Ecosystem, Standards and Principles, 2020v1. Rating Living It: The learning community is aligned with this Learning Principle and that alignment is evident across the learning community. The learning community has structures and systems in place that are leading to the desired Impact on learners. The Learning Community is gathering evidence, artefacts, and stakeholder feedback to ensure that all learners are benefiting. Provide evidence for the rating in the documentation portfolio, with each Learning Principle in one folder clearly labelled and separate. F. Visitors’ observations: IB programme development Include in your response feedback on planning the analysis and reflection of IB programme development strengths. Planning (future goals and next steps) Click or tap here to enter text. Evidencing and analysing (the current reality and next steps) Click or tap here to enter text. Reflection Click or tap here to enter text. Areas for consideration Click or tap here to enter text. Visitors’ observations: ACE Learning Principles In your feedback, report on this Learning Principle with reference to the ratings provided by the school, and observations and conversations during the visit. Rating (according to the rubric) Click or tap here to enter text. Observations (1,000 words or less) Click or tap here to enter text. Next steps Click or tap here to enter text. Page 24 of 40 Learning Principle reflection 2 Learning Principle 3: Evidence of Learning Name the chosen Learning Principle for this reflection. Provide a brief rationale for why the school selected this Learning Principle. Dwight School Dubai has chosen the "Evidence of Learning" Learning Principle to align with its goals of fostering individual growth and development. The aim is to transition from traditional high-stakes testing to a culture of continuous improvement, nurturing a growth mindset in students. Currently, the school seeks a more holistic and reflective learning environment, with students desiring personalised feedback that promotes self-awareness and improvement. To achieve this, the school will implement systems for ongoing student reflection, goal setting, and acknowledgment of growth across all areas of learning. Students will actively participate in identifying areas of strength, areas for growth, and appropriate evidence of learning. Formative and summative assessments will be integrated into the learning process. This approach aligns with Dwight School Dubai's three pillars of personalised learning, community, and global vision, as it promotes individualised growth, community collaboration, and global readiness among students. A. Learning community reflection: Future goals Where do we want to be? We will have in place … Short term: children in all areas of the school are receiving and responding to feedback - school policy ensures that all children receive feedback on their learning. This is evident in marking, Seesaw, Google Classroom. Medium term: Consistency in quality feedback for all children across the school with opportunity to respond. Rubrics are being used across the whole school in a consistent format for all children. Long term: Students to take voice/choice and ownership on how to improve/and to achieve mastery. Children will be able to reflect and understand their own learning. They will then apply this understanding to how best to present their learning throughout the year, culminating in the 3-way conference (this is evidenced in EY - Seesaw/PYP portfolio/ Spark project/Google Classroom Desired evidence of Impact(s) on learning and learners. (What will success look like?) Students will have direct sense of their own learning and will showcase this through personalised presentations given at the end of the year during the Student led conference- student portfolios, video recordings of presentations, University Counsellor Spark Tank journals ACE time feedback Self reflection of ATLs in reports from the students and a comment in the reports B. Learning community reflection: The current reality Where are we now? We currently have in place … PYP: Feedback types: written, verbal, self-assessment, peer review (e.g., Seesaw, portfolios, conferences). Student reflection: integrated through goal setting, exit tickets, and journals, leading to ownership and adaptation. Page 25 of 40  MYP: Rubrics guide assessment and feedback. Student-led conferences boost understanding and growth. Challenges: inconsistencies across subjects/grades. Opportunities: student voice/choice in assessment. DP: Direct trackers offer learning data for goal setting, progress monitoring, and improvement. Student use: self-directed learning with teacher/peer feedback integration. Examples: DP students adapting learning pathways based on feedback and tracker data. Current evidence of Impact(s) on learning and learners. Evidence list Goal setting from 3 -way conferences Marking and feedback reviews Spark of genius program Electronic evidence of US reflection/feedback ACE Time C. Next steps (closing the gap between where we are and where we want to be) Short Term: Rubrics alignment across LS and US: Schedule meetings between subject coordinators and Heads of Department to ensure consistent rubric usage across all grade levels. Feedback training for teachers: Conduct professional development sessions on providing effective, personalised feedback that aligns with rubrics and promotes student ownership of their learning. Pilot student-led goal setting and reflection tools: Introduce tools or systems within specific classes or grade levels to pilot student-driven goal setting and reflection processes, gather feedback, and refine for wider implementation. Medium Term: Develop school-wide policy on feedback integration: Establish a clear policy outlining expectations for how feedback is given, received, and responded to at all levels, ensuring consistency and transparency across the school. Invest in student portfolio platforms: Explore and implement digital or physical portfolio platforms for students to track their progress, document learning journeys, and showcase achievements throughout the year. Expand student choice and voice in assessment: Integrate opportunities for students to choose presentation formats, assessment styles, and evidence of learning that best represent their understanding. Long Term: Foster a culture of self-assessment and feedback literacy: Embed ongoing self-assessment practices and feedback literacy skills into the curriculum across all subject areas and grade levels. Empower students as partners in learning: Develop systems for student involvement in planning learning experiences, setting learning goals, and evaluating progress collaboratively with teachers. Continuously refine and iterate feedback practices: Regularly collect feedback from students, teachers, and parents on the effectiveness of current feedback and assessment practices, and adapt accordingly to promote continuous improvement. Page 26 of 40 D. Reflections Including learnings from the reflection so far and how they lead to next steps. Reflect on the importance of shifting from traditional high-stakes testing to a culture of continuous feedback and personalised learning. Recognize the need for consistent and high-quality feedback across all areas and grade levels to empower student ownership of learning. Acknowledge the value of student choice and voice in assessment to enhance engagement and promote self-awareness of learning processes. Use the learnings from the reflection to inform the development of next steps, focusing on practical strategies and tools to bridge the gap between current and desired states. E. Community self-rating and evidence After reflecting on the Learning Principle, indicate the stage of development the community believes it has achieved so far in the learning continuum rubric, and provide evidence to support the rating. Use the rubrics attached to the Learning Principles as a guide. The information is found in the document ACE Ecosystems, Standards and Principles, 2020. Rating Working on it - still need to be consistent and students have real ownership of their assessment and next steps that are directly impacted by the feedback. Goal setting from 3-way conferences: Student goal sheets and conference notes showcasing student-driven goals and evidence of reflection based on feedback. Electronic evidence of US reflection/feedback: Examples of student self-reflections submitted through online platforms or included in digital portfolios. ACE - Lower School: Observation notes and student work samples demonstrating the integration of feedback and goal setting in ACE time activities. Rubrics implementation: Examples of rubrics used across different subjects and grade levels, along with teacher feedback indicating consistent application. F. Visitors’ observations In your feedback, report on this Learning Principle with reference to the ratings provided by the school, and observations and conversations during the visit. Rating (according to the rubric) Click or tap here to enter text. Observations (1,000 words or less) Click or tap here to enter text. Next steps Click or tap here to enter text. Page 27 of 40 Learning Principle reflection 3 Learning Principle 7: Inclusion, Diversity, Equity, and Belonging Name the chosen Learning Principle for this reflection. Provide a brief rationale for why the school selected this Learning Principle. Dwight is an inclusive school. The important reasons for the rationale of selecting LP7 are as follows: Inclusion and diversity are important areas for our school. All staff had voted for the preferred principles and LP7 was a popular choice. Owing to the transient nature of this country, we have a high percentage of learners from diverse backgrounds with a wide range of needs. Our ethical obligations to cater to student needs and personalise their learning along their academic journey. Research and evidence based practice in education support inclusion as an effective way to address diverse learning needs and promote equitable and positive outcomes for students. The UAE national agenda has a specific focus on PISA, TIMSS, PIRLS which provide opportunities for successful inclusion and diversity. There is an increased focus on Inclusion and diversity by the local authority during their annual inspections. A. Learning community reflection: Future goals Where do we want to be? We will have in place … To further enhance the inclusion provisions, the following goals were enlisted: Teachers are proficient users of student data. Every learner has an individual profile that can be used to inform teaching and learning in a personalised manner. Alternative curriculum pathways are considered in the near future. Desired evidence of Impact(s) on learning and learners. (What will success look like?) CPD plan for improved data usage to be included as mandatory for the new staff and optional as a refresher to the existing staff in the upcoming PD sessions. Improved usage of data to inform teaching and learning would lend itself to improved student outcomes. Clear policy guidelines (KHDA guidance) to be disseminated to all staff via assemblies to ensure common understanding of the expectations from the local authorities. Use of personalised student learner profiles to inform first quality teaching is embedded across the school. Discussions of possible alternative curriculum pathways that can be offered in the near future to cater to the diverse needs of students.. B. Learning community reflection: The current reality Where are we now? We currently have in place … Dwight is an inclusive school and we have the relevant systems in place. This includes the following: School policies (Inclusion Policy, wellbeing Policy, Anti-bullying policy, Safeguarding Policy, Admissions Policy, Behaviour for Learning Policy). Evidence 7.1 One of our pillars is Personalised Learning, and we cater to individual needs of students using the UDL approach (Learner profiles, IEPs, curriculum/teaching/assessment adaptations, support Page 28 of 40  provisions for students of determination/language needs/Gifted & Talented/ socio-emotional needs), progress tracking data, and List of ECAs). Evidence 7.1-7.5 Our school community of staff and students include rich diversity in terms of nationalities, cultural backgrounds, religion, and shared values This makes Dwight a truly inclusive place.(Evidence 7.6) Community forms one of the Dwight Pillars and every stakeholder has a sense of belonging to this community. Evidence 7.5, 7.6 Staff are able to describe the impact of the PD on Inclusion on Diversity, conducted during the Induction week, by an external speaker. This is evidenced by teacher feedback after the CPD sessions. Evidence 7.2 Current evidence of Impact(s) on learning and learners. The impact can be evidenced by the following: School policies (Inclusion Policy, wellbeing Policy, Anti-bullying policy, Safeguarding Policy, Admissions Policy, Behaviour for Learning Policy) are in place. Students feel safe at school. All stakeholders are well aware of the Safeguarding procedures, inclusive provisions and services, and admissions process. The well-being of all stakeholders is taken seriously at Dwight school. Bullying is not tolerated and students are made aware of the procedures to report bullying and its consequences via assemblies and advisory time. Evidence 7.1 All students on the Quest registers have their individual Learner Profiles and some students have their IEPs. These documents are used by teachers for informing their first quality teaching in their classrooms. The effective inclusive first quality teaching practices are monitored by the use of specific checklists. These practices have a positive impact on learners’ achievement as evidenced by student progress data. Evidence 7.1-7.5 Our school community of staff and students include rich diversity in terms of nationalities, cultural backgrounds, religion, and shared values (Evidence 7.6) Community forms one of the Dwight Pillars and every stakeholder has a sense of belonging to this community. Evidence 7.5, 7.6 Staff are able to describe the impact of the PD on Inclusion on Diversity, conducted during the Induction week, by an external speaker. Evidence 7.2 C. Next steps (closing the gap between where we are and where we want to be) CPD plan for improved data usage to be included as mandatory for the new staff and optional as a refresher to the existing staff in the upcoming PD sessions. Clear policy guidelines (KHDA guidance) to be disseminated to all staff via assemblies. Use of student learner profiles to inform first quality teaching is embedded via observations and feedback. Discussions of possible alternative curriculum pathways that can be offered in the near future. D. Reflections Including learnings from the reflection so far and how they lead to next steps. Dwight’s mission of igniting the spark of genius in every learner can be advanced by the following next steps: Further enhancing the skills of all staff in dealing with sensitive issues with confidence. Providing the necessary tools to the teaching staff to elevate the personalised learning experience of all students, such as learner profiles for all pupils, robust understanding of data and appropriate interventions. Improved discussions about the possibilities of offering alternative curriculum pathways. E. Community self-rating and evidence After reflecting on the Learning Principle, indicate the stage of development the community believes it has achieved so far in the learning continuum rubric, and provide evidence to support the rating. Use the rubrics attached to the Learning Principles as a guide. The information is found in the document ACE Ecosystems, Standards and Principles, 2020v1. Page 29 of 40  Rating - LIVING IT The Dwight learning community is aligned with this Learning Principle and this is evident across the learning community. We have structures and systems in place that are leading to the desired impact on learners. The recent school inspections by the local authorities provide the required evidence for this self-rating. A copy of our school inspection report 2023-24 is included as evidence. F. Visitors’ observations In your feedback, report on this Learning Principle with reference to the ratings provided by the school, and observations and conversations during the visit. Rating (according to the rubric) Click or tap here to enter text. Observations (1,000 words or less) Click or tap here to enter text. Next steps Click or tap here to enter text. Page 30 of 40 Learning Principle reflection 4 Learning Principle 9: Learning Space and Time Name the chosen Learning Principle for this reflection. Provide a brief rationale for why the school selected this Learning Principle. In August 2022, we moved into a new campus, this brought with us both challenges and an exciting opportunity to shape the campus to suit the needs of our learners.This transition meant that we have had an opportunity to develop learning spaces and a physical environment that will shape the experience of our learners. As we are still in the transitional phase, the learning spaces are a critical aspect of our school improvement plan, especially in the areas of Early Years to further enhance our continuous provision. In addition, there have also been developments in other learning spaces to enhance students’ ‘Spark of Genius’ such as the Dark Room, the Spahn Innovation Hub, the DP Innovation Hub and new science labs. The evolution of moving campus has allowed us as a school to review what was excellent practice in our previous campus and what needs to be further developed to enhance learning in this campus. As a school we have taken the opportunity to develop the curriculum using unique and specific learning spaces to personalise learning, a central pillar of the Dwight education philosophy. Therefore, we endeavour to enhance pupil learning, by creating the best possible environment to allow for excellence in teaching and learning whilst creating an environment where pupils want to come to school. A. Learning community reflection: Future goals 1. Library Enhancement: The learning community aims to enhance the library by increasing its resources, modernizing its facilities, and creating a more inviting and conducive space for research, study, and leisure reading. 2. Effective Timetable Utilization: The community seeks to further optimize the use of the timetable to provide more active learning time for students, ensuring that the curriculum is delivered effectively and efficiently. 3. Innovative Learning Spaces: The community plans to continue redesigning learning spaces, incorporating innovative designs and technologies to promote continuous provision and active learning. 4. Curriculum Enrichment: The community is committed to enriching the curriculum by identifying specific learning impacts, experimenting with different approaches, and seeking early feedback to ensure that it meets the evolving needs of the students. 5. Professional Development: The community aims to invest in the professional development of its educators, providing them with training and resources to implement new teaching methodologies and approaches effectively. 6. Community Engagement: The learning community seeks to foster greater involvement from parents, local organizations, and the broader community to support and enhance the educational experience for all students. Where do we want to be? We will have in place … Desired evidence of Impact(s) on learning and learners. (What will success look like?) - Innovative outdoor spaces - Opportunities for flexible delivery. - Collaborative learning spaces - Well-being safe spaces. - Independent learning areas - More efficient use of time in lessons. B. Learning community reflection: The current reality Where are we now? We currently have in place … Our learning community represents shared common academic goals and attitudes with collaboration at the core. It provides a space and a structure for people to align around a shared goal, connecting individuals, organisations, and systems that are eager to learn and work across boundaries. Our learning communities promote student engagement and academic success through cohort-based, interdisciplinary Page 31 of 40  approaches to higher education. It also offers flexible delivery of lessons and enhanced outdoor areas, fostering open, cohesive communication and collaboration among learners. Current evidence of Impact(s) on learning and learners. The impact of having nice learning spaces, an enhanced outdoor area (Early Years outdoor space), and flexible delivery of lessons (Use of IT and IXL) in a learning community can be significant. The presence of these features have contributed to a more enriching and collaborative learning environment, promoting student engagement and academic success.(Curiosity Corners, Makerspace, Reading Corners, Spahn Innovation Hub and Science Labs, Sporting facilities including Swimming Pool, Auditorium) C. Next steps (closing the gap between where we are and where we want to be) Sharing best practices for using extension and outdoor spaces in a learning community involves collaborating to inform best practice. It's important to explore how outdoor learning can refresh instructional practices and bolster student engagement in both rural and urban schools. Additionally, creating successful outdoor learning spaces can connect students to nature, promote a sense of well-being, and improve academic achievement. Collaboration and sharing best practices can help educators and institutions make informed decisions about the design and use of outdoor and extension spaces, ultimately enhancing the learning experience for students. D. Reflections Including learnings from the reflection so far and how they lead to next steps. The transition to a new campus in August 2022 presented both challenges and exciting opportunities to shape the learning environment to meet the needs of the learners. This transition provided the chance to develop learning spaces and a physical environment that will significantly impact the experience of the students. The focus on learning spaces as a critical aspect of the school improvement plan, particularly in Early Years, demonstrates a commitment to enhancing continuous provision and fostering student development. Additionally, the development of unique learning spaces such as the Dark Room, the Spahn Innovation Hub, the DP Innovation Hub, and new science labs reflects a dedication to nurturing students' creativity and innovation. The process of moving campuses has allowed the school to evaluate previous practices and identify areas for further development in order to enhance learning in the new campus. By leveraging unique and specific learning spaces to personalise learning, the school is aligning with the Dwight education philosophy and striving to create an environment where pupils are motivated to come to school and where teaching and learning can excel. This reflection highlights the school's proactive approach to creating an optimal environment for student learning and underscores its commitment to continuous improvement. In addition, on reflection, sharing best practices for utilising extension and outdoor spaces in a learning community emphasises the significance of collaboration to inform best practice. It underscores the importance of exploring how outdoor learning can revitalise instructional practices and enhance student engagement in diverse school environments. Furthermore, it highlights the positive impact of successful outdoor learning spaces in connecting students to nature, promoting well-being, and improving academic achievement. The emphasis on collaboration and sharing best practices serves as a valuable approach for educators and institutions to make informed decisions regarding the design and utilisation of outdoor and extension spaces, ultimately leading to an enriched learning experience for students. E. Community self-rating and evidence After reflecting on the Learning Principle, indicate the stage of development the community believes it has achieved so far in the learning continuum rubric, and provide evidence to support the rating. Use the rubrics attached to the Learning Principles as a guide. The information is found in the document ACE Ecosystems, Standards and Principles, 2020v1. Rating Working on it: The learning community has embraced the shift that is needed and begun to plan how to bridge the gap between its aspirations and current reality. The learning community has decided on what Page 32 of 40  learning Impacts it is targeting; systems and structures are being designed; approaches are being trialled, and the community is gathering early feedback to inform the next phase. The learning community has recognized the necessity for change and has taken proactive steps to address the disparity between its ambitions and present circumstances for example, restructured and designed the EY areas to enhance continuous provision and learning, reading corners have been added to classrooms to promote and enhance a reading culture around the school, By identifying specific learning impacts, designing systems and structures, experimenting with different approaches, and seeking early feedback, the community is actively working towards its goals and demonstrating a commitment to progress and improvement, such as areas that have been identified as needing further development is the enhancement of the library as well as using the timetable more effectively to elevate the curriculum to provide more active learning time. F. Visitors’ observations In your feedback, report on this Learning Principle with reference to the ratings provided by the school, and observations and conversations during the visit. Rating (according to the rubric) Click or tap here to enter text. Observations (1,000 words or less) Click or tap here to enter text. Next steps Click or tap here to enter text. Page 33 of 40 Learning Principle reflection 5 Learning Principle 10: Learning Community Wellbeing Name the chosen Learning Principle for this reflection. Provide a brief rationale for why the school selected this Learning Principle. Our school has selected this Learning Principle to prioritise Wellbeing, recognising its significance in fostering a strong sense of community among both students, parents and staff. A. Learning community reflection: Future goals Where do we want to be? We will have in place … Fair opportunities for all stakeholders and community members. Have a positive collaborative working space for staff. Having free or at cost lunch for staff. Free tea and coffee and other small snacks. ie-Fruits etc. Student voice and choice recess days(Intramurals team sports) Team building Trivia, board games. Purpose-built wellbeing/sensory space for students Dwight Radio station Flights for staff Desired evidence of Impact(s) on learning and learners. (What will success look like?) Positive feedback from all members of the community Happy staff and teachers to support happy students and parents Flights for staff would have a better outcome on staff wellbeing B. Learning community reflection: The current reality Where are we now? We currently have in place … The school's extensive range of wellbeing initiatives and diverse activities work to cultivate a nurturing and uplifting learning environment for staff, students and community members. Wellbeing Warriors Wellbeing corners in classrooms (LS) Common area (US) Cup of Kindness Days Community family Picnics Staff end of term breakfast Weekly staff raffle Guess Who celebrations for staff Staff Spark Awards Weekly IB Certificates PYP Bespoke Pastoral Assemblies focusing on wellbeing, time management and exam stress Termly Student progress and achievement awards Staff/Student and parent wellbeing surveys and questionnaires House System, events and points Page 34 of 40  School trips Concerts (inhouse and global) Current evidence of Impact(s) on learning and learners. Student Wellbeing Survey Data Testimonial evidence from parents (videos) Testimonial evidence from students (videos) Shout Out board for staff / student kindess board Parent coffee Mornings Edutalk/Spark Talks Student leadership opportunities. IB Learner Achievement Awards House points and house systems C. Next steps (closing the gap between where we are and where we want to be) Fair opportunities for all stakeholders and community members. Have a positive collaborative working space for staff. Examining feasibility of reduce cost lunch/tea …free snacks etc. Gauge interest in student choice of what will happen at recess and feasibility Student Council working with cafeteria provider to provide direct student feedback Collect ideas for a purpose built space Make plans for a Dwight Radio station/morning announcements Upper School Grade Level ‘retreats’ to promote community and sense of belonging D. Reflections Including learnings from the reflection so far and how they lead to next steps. Following recent inspections and discussions with teachers, students, and stakeholders, we are strongly dedicated to fostering a culture of wellbeing throughout the school. Our goal is to gain a comprehensive understanding of the wellbeing challenges faced by both students and staff through a range of surveys and tools. These surveys will be promptly analysed to provide assistance to those in need. Our immediate priorities include: Strengthening the school’s Wellbeing Policy and Wellbeing Vision schoolwide Continuing collaboration with the cafeteria food provider to offer a range of healthy snacks and meals Enhancing the sense of belonging and wellbeing within the school community Implementing a sustainable wellbeing program throughout the school Increasing the visibility of our Wellbeing Warriors and Student Council throughout the school Page 35 of 40 E. Community self-rating and evidence After reflecting on the Learning Principle, indicate the stage of development the community believes it has achieved so far in the learning continuum rubric, and provide evidence to support the rating. Use the rubrics attached to the Learning Principles as a guide. The information is found in the document ACE Ecosystems, Standards and Principles, 2020v1. Rating LIVING IT: The school has a strong sense of community that is deeply imbedded throughout the school, including staff, students and parents. Students are proud to discuss the Dwight values to any visitor. Vast array of curricular, co curricular and extracurricular programmes innovatively crafted to promote wellbeing throughout all stages The school prioritises building meaningful relationships with teachers, staff, stakeholders, and parents to enhance collaboration and engagement. Pastoral lead for each phase of the school, resulting in a robust pastoral team dedicated to supporting student wellbeing. The team comprises individuals with diverse professional backgrounds including school counsellor, dedicated Deans for each phase and well experienced advisors and homeroom teachers. The school also has a dedicated group of well trained inclusion teachers supporting students All individuals in leadership positions respect working hours and work together to make the advancement of wellbeing a priority Guidance from a qualified, diverse and forward-thinking wellbeing team prioritise wellbeing through a variety of activities and initiatives The school prioritises the collection of wellbeing data in order to create a supportive and nurturing environment for students in each phase. Interventions are triggered quickly and as required Wellbeing Policy Review: The policy serves as the guiding document for all actions and initiatives undertaken, with room to grow with the school. This policy emphasises the importance of individual wellbeing and fosters a nurturing environment that supports the holistic growth within the educational community. By putting this policy into action, governors and leaders demonstrate their commitment to creating an inclusive and supportive learning environment. Wellbeing through Professional Development: Wellbeing opportunities are available for all staff as part of the vast professional development programme, including yoga, meditation, sports, painting and friendly competitions through the school’s house system. Wellbeing is a vital aspect of our school community, and it is evident through the daily interactions of our senior leaders, staff, students, and the wider community. In these interactions, we prioritise and foster an environment of mutual respect that can be readily observed. Provide evidence for the rating in the documentation portfolio, with each Learning Principle in one folder clearly labelled and separate. F. Visitors’ observations In your feedback, report on this Learning Principle with reference to the ratings provided by the school, and observations and conversations during the visit. Rating (according to the rubric) Click or tap here to enter text. Observations (1,000 words or less) Click or tap here to enter text. Page 36 of 40 Next steps Click or tap here to enter text. Part 6. Future designs In the box below, indicate the two to three future designs the school has identified. For each plan include the following. a. A brief description of the anticipated Impact on learning. b. A brief description of what data or evidence you will gather. c. A brief summary of the rationale for why the school chose these designs as a focus. From looking at the results of the surveys and community learning reflections, we identified the following three themes as areas we will focus on over the next couple of years. 1) Offering more consistent inquiry-based learning opportunities for students: based on our school’s reflections through observation feedback, student attainment and engagement in lessons, we have identified the students' need to develop critical thinking and problem solving skills by offering more inquiry based learning engagements through teaching pedagogy. Evidence and data we anticipate to gather include lesson observation feedback notes, teacher self-reflection forms, teaching and learning toolkit resources, and the student learnervation lab. 2) Developing student initiative in taking action and addressing real world problems: Students participate willingly in activities that have positive effects on the school and wider communities. As volunteers they will initiate and lead activities to make worthwhile social contributions. Evidence and data we anticipate to gather include CAS portfolios, Service As Action portfolios, student leadership initiatives, samples of students taking action in the PYP. 3) Enhance quality of giving and responding to critical feedback: ensure the delivery of meaningful feedback of high quality and develop students' understanding of the importance of and how to respond to feedback. Evidence and data we anticipate to gather include work sampling of students' books and providing examples of feedback (peer, self and teacher). Visitors’ feedback Click or tap here to enter text. Page 37 of 40 Part 7. Reflection on ACE Learning 4 Cs Considering your earlier reflection on the 4 Cs during the preparatory phase, compose updated ratings and narratives. Consult the “Appendix C” of the CLP manual or other additional resources, as necessary. Conceptual Understanding Self-rating by school: Evident—Developing—Not evident Evident School reflection on next steps to strengthen Conceptual Understanding In order to strengthen Conceptual Understanding, and upon reviewing our Future Designs, we believe the Learning Principles and impacts our school should focus on next are: Learning Principle 2: Dimensions of Learning (in particular Impact 2.3 “Learners engage with mentors i