Summary of KHDA Inspection
National Charity School-Boys and Girls was inspected by DSIB from 16 to 19 and 23 to 26 January 2017 . The overall quality of education provided by the school is acceptable. The section below summarises the inspection findings for each of the six performance indicators described in the framework.
- Student’s attainment and progress are mostly good in Islamic education (IE) and Arabic. Attainment and progress in English, mathematics and science are mostly acceptable. There is good progress in Cycle 3 (evening) English and mathematics, but weak attainment in Cycle 1 mathematics, across both shifts. Learning skills are consistently acceptable in Cycles 1 and 2, and good in Cycle 3.
- Students’ personal and social development, and their innovation skills are a strength of the school; all key aspects are good, very good or outstanding. Within this, girls generally demonstrate better behaviour and attitudes than boys, and older students tend to be more responsible than younger ones.
- Teaching is typically acceptable across the school. The best teaching is most likely to be seen in Cycle 3 than in other cycles and particularly in the evening where the overall quality of teaching is good. Assessment is consistently of an acceptable standard, across all cycles and in both shifts.
- The curriculum offered is of an acceptable standard. Choices for older students are limited, and teachers do not promote higher-order thinking regularly or consistently. Curriculum adaptation is acceptable overall; it is not robustly modified to meet the needs of all groups. There is, however, an acceptable level of enhancement and innovation, and good coverage of Emirati culture.
- Overall, the protection, care, guidance and support of students are of an acceptable standard. Most of the school’s procedures are effective but emergency evacuation of the school, as seen for example in fire drills, is not efficient. Relationships between staff and students are positive. There is a warm, caring, family atmosphere. Identification of students with SEND and the subsequent support offered to them are improving.
- Senior leaders set out a clear vision for the school. They maintain good partnerships with parents and are developing the school’s outside links. Leadership and governance are acceptable overall. They are not better because senior leaders and governors have not managed to raise attainment sufficiently in key subjects. School self-evaluation and improvement planning are not accurate enough or effective. Premises and resourcing have improved but some class sizes remain high.
- The large majority of students make effective progress and attain well across most cycles in Islamic education and in all but one cycle in Arabic.
- In both English and mathematics, the rate of progress of students with SEND and those in Cycle 1 is improving.
- The school successfully helps students to develop personal and social skills, particularly in relation to understanding Islamic values and Emirati culture, especially across all aspects at Cycle 3.
- Senior leaders maintain good partnerships with a body of supportive parents and have also broadened the school’s links with other schools and organisations. Supported by the governing board, leaders have also significantly improved the school buildings, facilities and resources.