Pakistan Educational Academy Inspection Summary Report 2023-2024 PDF

PAKISTAN EDUCATIONAL ACADEMY PAKISTANI...

PAKISTAN EDUCATIONAL ACADEMY PAKISTANI ACCEPTABLE PAKISTAN EDUCATIONAL ACADEMY 1629 0 75 Students of Students Emirati Students PAKISTANI Determination Inspection Dates 09 - 13 October 2023 Principal Shamaela Al Quaid Ahmad 160 44 2 Teaching Guidance Teachers Assistants counsellors OVERALL SCHOOL PERFORMANCE ACCEPTABLE WHAT ARE THE SCHOOLS' HIGHLIGHTS AND POINTS TO IMPROVE? SCHOOLS HIGHLIGHTS POINTS TO IMPROVE The range of learning skills which students develop and apply, especially Ensure that assessment data and learner information available to in Kindergarten (KG) and The High School teachers impacts directly on how lessons are planned and delivered Students' strong awareness of Emirati culture and Islamic values Create professional development opportunities for primary teachers, so The positive, inclusive and stimulating learning environment which exists that the KG curriculum informs practice in Grade 1 in KG Improve the rigour of school self-evaluation process, so that it more The enhanced role which student voice has in all aspects of school life accurately reflects the school's strengths and weaknesses Develop a digital learning strategy and plan which will ensure that the appropriate use of digital technologies supports, and adds value to student learning WELLBEING THE OVERALL JUDGEMENT OF WELLBEING IS GOOD Leaders demonstrate a strong commitment to optimising well-being across the school, and students feel safe, valued and supported. A central committee, including, school leaders, governors, counsellors, parents, teachers and students are focused on ensuring that well-being is considered in every area of school life. All stakeholders are actively engaged in the process, especially students. Parents are happy with the regular communication from the school. Older students have a secure understanding of their well-being and are confident in expressing their thoughts and feelings. STUDENT'S ACHIEVEMENTS Levels of student achievement have improved in KG, and in both High school Islamic education and in Science. Student voice is strong in all aspects of the school and students' learning skills have generally improved, especially in KG and High. Students in the high school phase are highly motivated and increasingly take on responsibility for their own learning. ENGLISH MATHS SCIENCE KG KG KG PRIMARY PRIMARY PRIMARY MIDDLE MIDDLE MIDDLE HIGH HIGH HIGH ARABIC AS FIRST LANGUAGE ARABIC AS SECOND LANGUAGE ISLAMIC KG KG KG PRIMARY PRIMARY PRIMARY MIDDLE MIDDLE MIDDLE HIGH HIGH HIGH LEARNING SKILLS KG PRIMARY MIDDLE HIGH STUDENT’S PERSONAL AND SOCIAL DEVELOPMENT Students demonstrate positive and responsible attitudes and they respond well to critical feedback. Most students are self-disciplined, and resolve challenges in a mature ways. Students are very knowledgeable and respectful of Emirati culture and of Islamic values. All students, including those in KG, enjoy being creative and student achievements in the area of social responsibility have improved. Students understand the importance of healthy eating and maintaining active lifestyles. UNDERSTANDING OF ISLAMIC SOCIAL RESPONSIBILITY & PERSONAL DEVELOPMENT VALUES & AWARENESSS OF INNOVATIVE SKILLS EMIRATI & WORLD CULTURES KG KG KG PRIMARY PRIMARY PRIMARY MIDDLE MIDDLE MIDDLE HIGH HIGH HIGH PROVISION FOR LEARNERS The quality of teaching for effective learning is rated as good in the Kindergarten (KG) phase and acceptable across the other educational phases. Notably, the school has made commendable progress in refining its internal assessment processes, ensuring they offer a suitable gauge of students' advancement in line with curriculum standards. However, some lessons tend to prioritise knowledge acquisition over the deeper comprehension and development of subject-specific skills. Within the KG phase, the school carefully charts the progression of skill development across diverse subject areas, furnishing ample opportunities for children to learn through investigation and exploration. The curriculum undergoes periodic reviews led by teachers and subject leaders, with a burgeoning emphasis on fostering cross-curricular connections, notably in the Primary and Middle phases. Furthermore, the curriculum has recently introduced STEAM (Science, Technology, Engineering, Arts, and Mathematics) course options, particularly in High, enriching the educational offerings. Comprehensive training in the care, welfare, and safeguarding of students is thoughtfully implemented, providing all staff with opportunities to remain up-to-date. Students report feeling safe. A notable atmosphere of mutual respect pervades interactions between students and teachers. School counselors play pivotal roles in offering student support, particularly among older students, and the recent introduction of a code of behavior has already demonstrated a positive impact. TEACHING ASSESSMENT CURRICULUM DESIGN KG KG KG PRIMARY PRIMARY PRIMARY MIDDLE MIDDLE MIDDLE HIGH HIGH HIGH CURRICULUM ADAPTATION HEALTH & SAFETY CARE & SUPPORT KG KG KG PRIMARY PRIMARY PRIMARY MIDDLE MIDDLE MIDDLE HIGH HIGH HIGH INCLUSION THE OVERALL PROVISION OF STUDENTS OF DETERMINATION IS ACCEPTABLE The governing board, principal, staff and parents all commit to providing for an inclusive learning environment. The school premises, facilities and resources are sufficient to address the needs of students of determination. An inclusion governor promotes the implementation of an appropriate inclusive education policy, which guides provision, practice and outcomes. A range of formal and informal assessment strategies are used to identify the needs of students of determination. Parents are generally engaged with their child's educational programme. LEADERSHIP AND MANAGEMENT The principal and senior leadership team, provide effective leadership for teaching and learning in the school. They are fully committed to authentic school improvement, and are supported by an engaged and ambitious governing body. They are creating inclusive and effective leadership structures across the school particularly in KG and High. Parents are highly appreciative and very supportive of their school, and of the positive learning environment which it provides. THE EFFECTIVENESS OF LEADERSHIP SCHOOL SELF-EVALUATION AND IMPROVEMENT PLANNING PARENTS AND THE COMMUNITY GOVERNANCE MANAGEMENT, STAFFING, FACILITIES AND RESOURCES