Private School

Inspection Report

Emirates Future International Academy

Academic Year 2015 2016

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 Emirates Future International Academy

Inspection Date 8 11 November, 2015

Date of previous inspection 10 13 February, 2014

General Information Students

Total number of
School ID 054 2680
students

Opening year of Number of children

2008 550
school in KG

Number of students Primary 963

Principal K. Vinayaki Middle 670
in other phases
High 497

School telephone +971 (0)2 552 5188 Age range 3 to 18 years

PO Box 128576, Musaffah, Grades or Year

School Address KG - Grade 12
Abu Dhabi Groups

emiratefutureint.pvt@adec
Official email (ADEC) Gender Mixed
.ac.ae

% of Emirati
School Website -------- N/A
Students

Fee ranges (per Largest nationality 1. Indian (91%)

AED 7,000 AED 15,000 2.Pakistani (6%)
annum) groups (%)
3. Afghanistan (1%)

Licensed Curriculum Staff

Indian Central Board of
Main Curriculum Secondary Education Number of teachers 148
(CBSE)

Number of teaching
Other Curriculum ------ 24
assistants (TAs)

External Exams/ Teacher-student 25:1 KG/ FS

CBSE
Standardised tests ratio 30:1 Other phases

Accreditation ------- Teacher turnover 50%

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 Introduction
Inspection activities
6
Number of inspectors deployed

4
Number of inspection days

117
Number of lessons observed

Number of joint lesson 2 + 6 learning walks across 40 lessons

observations
Number of parents 638 (return rate: 24%)
questionnaires
Details of other inspection (observations, meetings, work scrutiny, review of
activities documents, surveys, etc.)

School
The schools vision is to achieve heights with
School Aims
excellence.
Its mission is to: equip students with the skills and
values to face the challenges of the 21st century;
enable students to achieve their highest potential by
developing their social and emotional personality
through active learning; mould motivated, ambitious
and confident lifelong learners; create in students an
School vision and mission awareness of global environmental issues; inculcate in
students the ideas of tolerance and universal
brotherhood by giving them a wider exposure to
various cultures especially that of the host country,
UAE; provide conducive learning environment and
excellent infrastructure for total quality education.

The schools admission policy includes an entrance

Admission Policy test in English, science and mathematics from Grade 1
to 10.

Leadership structure
(ownership, governance and Principal, 2 vice-principals, 5 supervisors
management)
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 SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students
Number of other students
SEN Category identified through external
identified by the school
assessments

Intellectual disability 0 0

Specific Learning 0 0
Disability
Emotional and Behaviour 2 0
Disorders (ED/ BD)
Autism Spectrum Disorder 0 0
(ASD)
Speech and Language 1 0
Disorders
Physical and health 2 0
related disabilities
Visually impaired 0 0

Hearing impaired 3 0

Multiple disabilities 1 0

G&T Details (Refer to ADEC SEN Policy and Procedures)

Number of students
G&T Category
identified

Intellectual ability 2

Subject-specific aptitude (e.g. in science, mathematics,

4
languages)

Social maturity and leadership 1

Mechanical/ technical/ technological ingenuity 1

Visual and performing arts (e.g. art, theatre, recitation) 3

Psychomotor ability (e.g. dance or sport) 2

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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

School was judged to be: BAND (C) Weak

Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding

Acceptable

Very Weak
Very Good

Weak
Good

Performance Standards

Performance Standard 1:

Students achievement

Performance Standard 2:
Students personal and
social development, and
their innovation skills

Performance Standard 3:
Teaching and assessment

Performance Standard 4:
Curriculum

Performance Standard 5:
The protection, care,
guidance and support of
students

Performance Standard 6:
Leadership and
management

Summary Evaluation:
The schools overall
performance

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The Performance of the School
Evaluation of the schools overall performance
The quality of education provided by Emirates Future International Academy is
weak. Attainment and progress in most subjects throughout the school is weak
and teaching is weak in the majority of lessons. Almost all students start the
school with little or no English. They make acceptable progress in the
Kindergarten (KG) in English. Achievement is in line with curriculum expectations
in English and social studies and in Islamic education, mathematics and science in
the higher grades. The school has a positive and caring ethos in which students
develop good personal skills. Leaders articulate an ambition to improve and are
providing professional development in classroom skills for teachers. They do not
have clear enough understanding of what constitutes good practice to improve
the quality of education quickly enough.
Progress made since last inspection and capacity to improve
Leaders have tackled the recommendations from the previous inspection with
limited success. Leaders in the primary section are starting to use data analysis for
individual students. Fire evacuation procedures are in place and fire extinguishers
are now checked. There are first aid kits on each floor. The school is painted
annually and has a contract with a new cleaning company. Overcrowding of
classrooms has reduced. Leadership is now distributed with phase and subject
leaders aware of their responsibilities. They do not all share a common vision of
good practice to help them initiate and monitor positive change. There are signs
of improvement in teaching strategies; but the pace of improvement is too slow.
Leaders have demonstrated only a weak capacity to improve the quality of
education for students, and will require external support to do so.
Development and promotion of innovation skills
Students throughout the school do not have sufficient opportunity to develop
innovation skills as lessons are too directed by teachers and too focused on
students gaining knowledge. The school has started to plan projects in science
and English to encourage students to work independently. Many of these
initiatives are at the very early stages of development. Projects vary: from the
effects of cancer, studies about pollen germination, production of a school
newsletter and conducting book reviews. Most of the activities are conducted as
part of specialist innovation period or independently at home. Very rarely do
students use technology in lessons.

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Children in KG have very few opportunities to develop wider skills for learning,
make choices or develop creativity through role - play or experiential activities.
Students demonstrate that they have the potential to use good presentation and
communication skills in a very small minority of lessons, especially in higher
grades. They have the skills to lead learning when given the opportunity, an
example of which was observed in a Grade 10 Biology class. A small group of
students researched a range of forests around the world as part of their study of
natural resources and delivered a presentation to their peers.
Most students in grades 10-12 work individually and within groups and enjoy
sharing their views. They are occasionally encouraged to use their critical thinking
skills to challenge their own preconceptions. Most lessons do not routinely
provide opportunities for students to solve problems or answer probing
questions in depth.
The school is focused on students gaining factual knowledge in preparation for
CBSE examinations. This limits their development of higher order skills to prepare
them for their future in education and work.

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The inspection identified the following as key areas of strength:
attainment and progress in speaking, listening, reading and understanding
in English
students behave well, are happy, highly self-disciplined and have good
relationships with their teachers
teachers have secure subject knowledge, so learning is accurate, especially
in the upper grades
students appreciation of the role and values of Islam in the United Arab
Emirates
leaders are committed to provide continuous professional development
programmes for teachers.

The inspection identified the following as key areas for

improvement:
provision in KG to meet the developmental and learning needs of children
academic achievement in most subjects
high quality teaching focused on students learning at an age-appropriate
level
use of ongoing assessment to improve learning
development of high quality collaborative, creative, independent and
critical thinking skills
identification and provision for students with additional needs
review and modification of the curriculum to plan tasks that are suitable
for different groups of students
identification of strengths and weaknesses through rigorous and accurate
monitoring to identify key priorities for improvement.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment N/A Weak Weak Acceptable

Islamic
Education
Progress N/A Weak Weak Acceptable

Arabic Attainment N/A N/A N/A N/A

(as a First
Language) Progress N/A N/A N/A N/A

Attainment Weak Weak Weak Weak

Arabic
(as a Second
Language) Progress Weak Weak Weak Weak

Attainment N/A Acceptable Acceptable N/A

Social Studies
Progress N/A Acceptable Acceptable N/A

Attainment Acceptable Acceptable Acceptable Acceptable

English
Progress Acceptable Acceptable Acceptable Acceptable

Attainment Weak Weak Weak Acceptable

Mathematics
Progress Weak Weak Weak Acceptable

Attainment Weak Weak Weak Acceptable

Science
Progress Weak Weak Weak Acceptable

Language of N/A N/A N/A N/A

instruction (if other Attainment
than English and
Arabic as First N/A N/A N/A N/A
Progress
Language)

Other subjects Attainment Weak Weak Weak Weak

(Art, Music, PE)

Progress Weak Weak Weak Weak

Learning Skills
(including innovation, creativity, critical
Weak Weak Weak Weak
thinking, communication, problem-
solving and collaboration)

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Attainment and progress in most subjects are weak. Most students, particularly in
the KG, primary and middle phases, do not make the expected progress in relation
to their starting points and curriculum standards.

In English and Malayalam, attainment and progress are acceptable. They are weak in
mathematics, science and Islamic education in primary and middle grades and
acceptable in higher grades. They are weak in Arabic and Hindi throughout the
school. There is an upward trend in CBSE standardised tests in grades 10 and 12.
Historically, results have been weak. In Grade 10, results are in line with curriculum
requirements, with English as the strongest subject. Grade 12 results are variable
across subjects. The proportion of students gaining A1 B1 grades in English was well
above curriculum standards in 2014 and 2015. In 2015 tests, standards of attainment
in physics and chemistry were very good, having been weak in previous years.
Attainment in mathematics is acceptable, having been weak over time. Attainment
in the commerce section is weak except in English, where it is acceptable and
improved in 2015.

Childrens capacities for learning on entry to KG are below expectations, especially

in language skills. By KG2, attainment and progress are weak. Most children develop
acceptable speaking, listening, reading and writing skills in English. Most children
can count to 100 but have little understanding of numbers and do not know what
comes before or after a number. Learning in science is not always accurate, such as
butterflies only appearing in spring. Children have insufficient opportunities to
develop physical, expressive and creative skills because teachers have low
expectations and opportunities are rare. Learning skills are weak in all subjects.
Children learn by repetition and memorisation without real understanding or
application of what they learn.

In English, speaking and listening meets the expectations for students who learn
English as an additional language. Writing is weak. Handwriting is good and
punctuation and spelling are acceptable. Most written work is from worksheets and
textbooks and students do not develop extended writing skills. In mathematics in
the primary and middle grades, attainment and progress are weak because teacher
expectations are too low and tasks are not age appropriate. For example, in Grade 8
students recognise different polygons and can construct their shapes using plastic
straws. In Grade 3, students colour fractions but their understanding of them is not
secure enough. Achievement improves in the higher grades. In Grade 9, students
understand how angles subtended by a chord are equal. In Grade 12, students are
able to find the areas under simple curves and between two curves using
integration. In science, attainment and progress weak in the primary and middle
classes; students have too few opportunities to develop scientific enquiry skills as
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learning focuses on factual knowledge. It improves in the higher grades because of
increased opportunities for practical work.

In Arabic, students reading and listening skills are acceptable, especially in the
higher grades. They have very limited opportunities to practise their writing skills,
often copying what is written on the board. The majority of students are not able to
express their ideas in simple sentences. In Islamic education, primary students have
a superficial understanding of why events have happened historically. They know
facts from the Holy Quran without deeper understanding and recitation is not
always accurate. In secondary classes, students in Grade 9 know the definition of
Zakat and its rate. In Grade 10, they present factual information about Ramadan
electronically. In most grades, the majority of students have good knowledge about
the history, heritage and values of the UAE and an understanding of Gulf
Cooperation Council (GCC) countries. Achievement is acceptable in Malayalam. It is
weak in Hindi, as speaking and writing skills are weak.
Throughout the school, students do not develop learning skills sufficiently. They get
insufficient opportunity to work independently and collaboratively, communicate
their ideas in depth or take responsibility for their own learning. They rarely apply
their learning to real life situations and use skills and knowledge between areas of
learning, especially in KG and primary classes.

Performance Standard 2: Students personal and social development,

and their innovation skills

Students personal and social development,

KG Primary Middle High
and their innovation skills Indicators

Personal development Good Good Good Good

Understanding of Islamic values and

Acceptable Acceptable Acceptable Acceptable
awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable Acceptable Acceptable

Students personal development is acceptable. Students develop good personal

skills. Behaviour is good and very good in higher grades. Students are self-disciplined
and respond well to their peers and teachers because of mutual respect. In KG,
children have positive attitudes to school; they feel safe and follow school routines
and behave well. Children use self-registration on arrival to develop their

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independence. Relationships between children and staff are acceptable. Students
say they like their teachers because they are friendly and supportive. The students
council is very active and senior students manage and organise evacuation drills and
assembly segments.
The attitudes of students in middle and secondary classes are good. They have
positive and responsible attitudes towards learning and the school. In primary, too
many students are compliant. They listen to their teachers and follow instructions
completely and are not as self-reliant as older students.
Students have a good appreciation of the role and values of Islam in UAE society.
They have clear understanding of many Islamic concepts and values. For example, in
Ramadan, both Muslim and many non-Muslim students are committed to fasting.
Many students participate in Holy Quran recitation events. They have secure
understanding of their own Indian culture. Though they only have basic knowledge,
they show great respect for the heritage and culture of the United Arab Emirates.
Students take on responsibilities within the school community, as in their role on the
discipline committee. Their wider community involvement, enterprise and
entrepreneurship skills are weak due to a lack of opportunities. Students are aware
of important environmental issues. They participate in a limited range of activities
that support conservation, such as the Go clean and green campaign and the Eco
club. Students have acceptable understanding of the benefits of safe and healthy
living. In KG, children participate in events about healthy and unhealthy food in the
Eat right campaign. Attendance is weak at 90%; students are punctual when
arriving at school.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Weak Weak Weak Weak

Assessment Weak Weak Weak Weak

Teaching is weak. The majority of lessons observed by inspectors were deemed

weak or very weak. More effective teaching was mainly seen in the higher grades in
English, mathematics and science. Most teachers have sufficient subject knowledge
to ensure accurate learning. Relationships and interactions between students and

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teachers are positive, based on mutual respect.
Teachers use of English, particularly in KG and primary, does not provide a good
model for students. Their knowledge of how students learn best and their
understanding of how younger children in KG learn is weak. Academic progress is
restricted by a lack of opportunity for students to apply their skills. Too many
teachers provide work that is not matched to the age and ability of students. Many
teachers have low expectations and focus on students gaining knowledge rather
than developing skills and deeper understanding at an age-related level. Students,
including those with special educational needs (SEN) and those identified as gifted
and talented (G&T), make insufficient progress.
The school has introduced a common format for lesson planning. Learning
objectives are identified and shared in most lessons so students are aware of what
they are to learn. Planning does not take into account students prior learning. In
most lessons, students are expected to do the same task with an over reliance on
textbooks. Most tasks are directed and controlled by teachers. This limits the
development of critical thinking, problem solving, innovation and independent
learning skills. There is limited support for students with additional needs or
challenge for more able students in most lessons. Teachers do not check on
students learning as lessons progress. Teachers mainly ask closed questions, which
require short factual answers. They do not probe students thinking or enable them
to express their thoughts in depth, providing little reflection time or encouragement
for students to ask questions.

Regular internal assessments test students ability to memorise facts. Assessment

tests from Grade 1 to Grade 9 are set, marked and moderated internally and are not
benchmarked against any external standardised outcomes. The school does not
evaluate students skills, understanding or application of their knowledge. It has
substantial data on students attainment. It does not analyse data sufficiently to
track students progress or to identify gaps and next steps for learning. Teachers do
not use assessment data to plan lessons so the learning needs of students, including
those with SEN and G&T, are not met. Leaders are currently piloting a system to
track individual attainment in primary classes. Comments in students books to help
them know what they need to do to improve their work are very infrequent.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Weak Weak Weak Weak

Curriculum adaptation Weak Weak Weak Weak

The implementation and adaptation of the curriculum is weak. There are no

modifications to meet the needs of children in KG; new arrivals are placed in a
separate class and taught as slow learners. There is no adaptation for children at the
very early stages of acquiring English. The delivery of the curriculum does not enable
children to learn through play or activity. It offers very little to develop childrens
creativity or imagination.
The curriculum is acceptably broad and balanced. In the secondary phase from
Grade 10 to Grade 12 students can study accountancy, marketing, business and
economics. Older students can choose between science and commerce streams to
follow their interests and future needs. The school offers a choice of three
languages: Hindi, Malayalam and French. Primary students study music, dance, art
and physical education.
Implementation of the curriculum is highly focused on students acquisition of
knowledge, mainly gained from teachers or textbooks. It does not meet the needs
of different groups of students and is often pitched at too low a level. It does not
enable students to adequately develop scientific enquiry, problem solving and
critical thinking skills across all subjects and grades. There are gaps in the curriculum
and progression is weak, particularly between KG and primary, and in science. The
curriculum offers very basic participatory tasks with insufficient focus on developing
students skills at the appropriate level.
In a very small minority of lessons in the secondary phase, students transfer their
knowledge to other subjects. This is not evident in KG and primary classes. Although
planning identifies a thematic approach, lessons focus on separate subjects. The
curriculum is not reviewed to ensure that it is adapted to meet the academic needs
of all groups of students. Differentiation is weak as all students too often do the
same task. Occasionally, more able students have to first complete work planned for
the whole class that is too easy for them before accepting any further challenge.
The implementation of the curriculum is unimaginative with very few opportunities
for students to acquire enterprise, innovation or creative skills. It enables students
to gain adequate knowledge of the UAE culture and Islamic values.

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Performance Standard 5: The protection, care, guidance and support
of students

The protection, care, guidance and support

KG Primary Middle High
of students Indicators

Health and safety, including arrangements

Acceptable Acceptable Acceptable Acceptable
for child protection/ safeguarding

Care and support Acceptable Acceptable Acceptable Acceptable

Protection, care, guidance and support are acceptable. The school has a positive
ethos in which students are happy. Pastoral care is adequate. Counsellors for each
phase are responsible for students welfare and safeguarding. Students are fully
aware of their presence and role and they know where to go to if they have any
problems. Adequate child protection procedures are in place. Very high teacher
turnover means that the school has to provide staff with training on procedures at
the beginning of every year. Relationships between students and teachers are
positive. Behaviour management strategies are rarely needed as students are very
self-disciplined.
Procedures to identify students with SEN are weak and those that are identified do
not have individual education plans. The school has an outdated policy for SEN. It is
being rewritten to meet ADECs required processes, templates and procedures. The
newly appointed SEN coordinator (SENCO) is appropriately qualified and
experienced. Teachers rarely refer students to the SENCO, partly because they lack
awareness of identified students needs. The curriculum is not modified to meet
students additional needs. Support for SEN students is not monitored nor are
assessments used to ensure their inclusion in the full curriculum.
Counsellors deal effectively with the few instances of bullying. They also have
regular counselling sessions with students and stage anti-bullying campaigns. The
school has adequate procedures for attendance, though attendance remains below
acceptable levels overall. Students are given satisfactory career guidance in grades
11 and 12. Teachers and counsellors give appropriate advice to help students choose
a suitable career path. They organised a university festival at the school where they
invited 14 universities from the UAE and India to inform students decisions.
The premises have improved slightly since the previous inspection. They are
maintained more regularly and the school has a new contract with a cleaning
company. There are no lifts for disabled students, which inhibits their free passage
to all parts of the school. Toilets are not all hygienic. are and support

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Weak

Self-evaluation and improvement planning Weak

Partnerships with parents and the community Weak

Governance Weak

Management, staffing, facilities and resources Weak

Leadership and management are weak. Senior leaders articulate an ambition and
intention to improve. They do not have sufficient knowledge of good practice, or an
accurate understanding of the quality of the school, to provide them with a clear
vision and direction to do so rapidly. The self-evaluation form does not provide any
analysis of evidence to support the judgements, which are too generous. School
development planning priorities are based entirely on the recommendations from
the previous inspection and not on the schools own evaluation procedures. The
owner and the governing body do not have an accurate view of the schools
strengths and weaknesses. Parents who responded to the inspection survey
indicated slightly lower levels of satisfaction than parents from other similar schools.
Leadership is distributed widely and leaders at all levels are clear about their roles.
The school does not have an accurate overall view of its effectiveness. Leaders at all
levels do not have sufficient understanding of best practice to support
improvements in pedagogy. Systems to monitor teaching and provide teachers with
points for development are not rigorous. The school has tackled some of the
recommendations from the previous inspection with changes mainly affecting
accommodation and health and safety procedures. Teaching remains weak with
many of the weaknesses previously identified still being significant.
Regular professional training is provided for teachers on aspects of pedagogy. The
impact of this is too slow as it is not purposeful or sufficiently related to classroom
practice. In a minority of lessons, teachers are starting to apply new strategies. They
are at a basic level and inconsistent. Staff are suitably qualified and approved.
Turnover is very high, 50% in the last year, and this limits the impact of professional
development. Premises for specialist subjects are limited and there is no outdoor
area for KG.
The school has adequate management systems and runs smoothly on a day-to-day
basis. Resources in all areas are insufficient to support students learning. Leaders
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have addressed the issue of very small classrooms by removing internal washrooms
and lowering the number of students.

What the school should do to improve further:

1. Improve the quality of teaching and learning to accelerate learning in all
subjects so that most students achieve at least in line with curriculum
standards by:
i. planning tasks that offer suitable challenges for all groups of
students
ii. identifying realistic and achievable learning objectives for each
lesson
iii. using assessment strategies to check on students learning during
the lesson
iv. asking probing questions to extend students thinking and to
evaluate their understanding
v. provide routine/regular opportunities in lessons for students to gain
critical thinking and problem solving skills.

2. Focus leadership at all levels on students learning by:

i. analysing assessment data accurately to identify common gaps in
learning and plan appropriate intervention strategies
ii. focusing teaching on remedying gaps in learning
iii. monitoring the impact of CPD on student learning.

3. Improve the provision in the KG by:

i. offering opportunities for children to learn through play,
exploration and activity
ii. raising the expectations for children to learn independently
iii. creating a stimulating environment rich in print to support
childrens learning.

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