Summary of KHDA Inspection
Japanese School was inspected by DSIB from 12 to 14 December 2016. The overall quality of education provided by the school is good. The section below summarises the inspection findings for each of the six performance indicators described in the framework.
- Students’ attainment and progress are good or better in most key subjects. In Arabic as an additional language, they are acceptable. Students demonstrate exemplary skills in music. Learning skills are good across the school. Students show a strong work ethic.
- Students are well behaved, self-disciplined and take very good care of their school. They have good understanding of Islamic values and knowledge of the UAE culture and heritage. Students’ awareness of environmental issues is very good.
- The quality of teaching is good. Teachers know their subjects well and plan activities that engage students. However, the needs of students with lower or higher abilities are not consistently met. In Arabic, excessive focus on vocabulary acquisition hinders progress.
- The curriculum is broad, balanced and in line with the requirements of the Japanese Ministry of Education. However, it remains non-compliant with the UAE Ministry of Education requirements for Arabic and Islamic education. This year, the school added a KG phase with eight children enrolled. Modifications to meet the needs of all groups of students are limited. The curriculum includes a very effective music programme.
- The school has a child protection policy and staff are aware of it. The school’s attention to health and safety is improving. However, there are no comprehensive risk-assessment procedures. The well-being of students is a top priority for all staff. The school policy for admission is not inclusive. No additional resources are provided for teaching students with special educational needs and disabilities (SEND) and the provision for students with SEND remains weak.
- The school’s leadership is good and daily routines are managed effectively. Resources and equipment are of adequate quality. Partnerships with parents are outstanding. The governing board is representative of the school’s community but lacks continuity from year to year. Although it supports the school to maintain the premises, it is ineffective in holding the school leaders accountable for the overall performance of the school.
- Partnerships with parents are outstanding and have a highly positive impact on students’ learning and cultural development.
- Students and staff demonstrate high levels of mutual respect and strong work ethics.
- Leaders encourage a happy, enthusiastic and cohesive school community.
- Students’ attainment and progress in most subjects are good or better.
- The school’s community develops strong pride in the Japanese culture.
- Students throughout the school demonstrate well-developed musical skills.