BSME Accreditation visit report Latifa Girls School Dubai UAE€¦ · 6.4 Does the school meet the standards for being an accredited BSME school? 22 . Accreditation visit report,

BSME

Accreditation visit report

Latifa Girls School

Dubai

UAE

6th & 7

th March 2011

Accreditation visit report, Latifa Girls School, Dubai, UAE – 6th&7

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1. Context page

1.1 Key contextual factors 2

1.2 British nature of the school 4

2. Quality of learning

2.1 How effective are learning and teaching? 5

2.2 How well are pupils cared for, guided and supported? 7

2.3 How well does the curriculum meet pupils’ needs? 8

2.4 How well does the school work in partnership with parents, other schools and the

community? 10

2.5 How well does the school prepare pupils for future learning? 11

3. Standards achieved by pupils

3.1 How high are standards achieved in the areas of learning, subjects and courses of

the curriculum? 12

3.2 How well are pupils’ attitudes, values and other personal qualities developed? 14

4. Leadership and management of the school

4.1 How well is the school led and managed? 15

5. Quality of provision

5.1 How good are the accommodation, the staffing levels and the resources? 17

6. Overall effectiveness of the school

6.1 How successful is the school? 19

6.2 What the school does well 20

6.3 What should the school do to improve further? 21

6.4 Does the school meet the standards for being an accredited BSME school? 22


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1. Context

1.1 What are the key contextual factors?

Latifa School for Girls is a government funded all girls' school. It was founded in 1982. The

student population is made up of 98% UAE nationals. Some 97% speak Arabic as their first

language, and are learning English as a second language.

Most of the students are from the ruling families of Dubai and other Emirates, or from families

with close links to the government. Admission to the school is by invitation only. All new

students are recommended by the Executive Office or by members of the ruling family.

The school’s administrative authority is the Knowledge and Human Development Authority,

Dubai (KHDA) which has overall authority and manages the school budget. It is not responsible

for governance, nor does it take an advisory role.

The school records its aim as “...to prepare students to take on roles as future leaders in their

community, as well as wives and mothers of the future rulers and leaders of Dubai.”

Latifa School provides education from the Foundation Stage to Year 13. There are separate

primary and secondary schools, on adjacent sites. The school is safe and secure, and is a

purpose built building which has expanded significantly since its opening. The quality of

building and grounds are excellent. They provide a rich learning environment.

Currently, there are 325 girls in primary and 230 in secondary. The primary school has 37

teachers and 21 teaching assistants. The secondary school has 57 full-time teachers and two

part-time teachers.

Latifa prides itself on developing the individual, and emphasises “Learning for Life”. The school

prioritises individual care, guidance and support for all students. The school’s curriculum is a

blend of Arabic/Islamic Studies (in line with UAE Ministry curriculum) and a British curriculum

that is modified to suit the cultural context and the individual needs of all students.

Students are assessed at the end of each key stage. Senior students sit GCSE, AS-level and

some A-level examinations. Recently, the school has introduced CEM external assessment to

improve tracking of student progress.


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No external inspection of the school has taken place in the last two years. In 2008, an external

review was carried out at the request of KHDA.

The main challenges perceived by the school are the impact of culture issues in such matters

as developing independence, personal responsibility and intra/interpersonal skills.

The high percentage of students speaking English as a second language (ESL) and the need to

develop suitable levels of fluency as early as possible, requires a high level of individual teacher

support.

The school takes much responsibility on itself for defining direction and vision, when it is not

available from elsewhere. Long-term strategic and financial planning can be more difficult in

these circumstances.


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1.2 British nature of the school

Latifa Girls School has a predominantly Emirati student and parent body. The school aims to

provide the best aspects of a British education in a suitable cultural context. In common with

the practice of many schools in the United Kingdom, there is a strong international dimension

to the education it provides. This is based on a model of holistic education through academic

and pastoral development both inside and outside the classroom. The majority of teachers are

British with UK teaching experience. Most staff hold teaching qualifications recognized in the

UK.

Students sit a range of UK based tests and examinations including PIPs, SATs, MidYIS, YELLIS,

GCSE , AS and A level and IGCSE. Success in GCSE and AS-level examinations, alongside

ministerial requirements, leads to the UAE High School Diploma. This enables students to

access higher education both locally and abroad. Through the use of UK examinations,

comparisons are made with British expectations and school results, as a means of monitoring

standards.

Strong links are maintained with the UK for a range of professional development activities.

Recent examples of British initiatives introduced in the school include; ‘Assessment for

Learning’, ‘Golden Rules’ and ‘Circle Time’, ‘The Big Picture’ Curriculum review of Key Stage 3,

Numeracy and Literacy Frameworks, Gifted and Talented Provision and ‘Learning to Learn’.

The curriculum is enriched by a wide range of curriculum and extra-curricular activities such as

ballet, horse-riding, art clubs and musical activities. A house system and student council

provide further enrichment opportunities. Field trips to support learning are undertaken each

year and include a geography-based trip to the UK.

Parents are very supportive of the British nature of the majority of the curriculum, and suggest

that the school provides a high standard of educational opportunities.

The school is an active member of the British Schools in the Middle East (BSME). It is involved

in a range of subject cluster groups where good practice and current UK initiatives are

supported.


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2. Quality of learning

2.1 How effective is learning?

A strength of the school is its focus on individual learning. The development of the ‘whole

student’ permeates all aspects of school life. Differentiation was evident in many lessons

across all the key stages. The setting of students in most secondary school subjects and some

Key Stage 2 classes, enables teachers to develop a thorough knowledge of their students. It

provides the opportunity for the setting of appropriate and meaningful targets with

individuals. It is further enhanced by the small class sizes.

Most Year 6 students are able to recall their learning targets easily. Most students in Key Stage

4 are aware of what they need to do in order to achieve their potential in GCSE examinations.

Students reported that teachers discuss targets with them. Evidence of recorded targets was

seen in their written work and in portfolios across a range of subjects.

The quality of teachers’ knowledge across the school is a strength. Teachers ensure that they

have up-to-date knowledge of the latest developments in the English National Curriculum.

Learning and teaching is good in many lessons, and satisfactory in nearly all. A consistent

approach to planning, monitoring and evaluation in the primary school ensures that the quality

of teaching is effective. In the secondary school, a wide range of planning and recording

strategies are employed. In the best lessons, planning is thorough and the teacher shares

learning objectives with the students. Secondary students commented that their lessons are

more enjoyable and they learn more, when there is evidence of high quality planning. They

also welcomed the opportunity to be actively involved in their learning.

Learning in the school is enhanced by the range of resources available. In the primary school,

teachers use a variety of activities to enhance the learning experience for the students. For

example, students in Key Stage 1 were using the school’s grounds as a stimulus for reading and

mathematical activities. Students in Year 2 composed music to support their understanding of

poetry. Teachers in nearly all secondary subjects use paired and group work activities to

enhance learning. The students’ learning experience in Key Stage 3 and 4 Arabic and Islamic

Studies lessons, tends to focus on whole class discussions and activities in the Ministry text

books. In the Foundation Stage, teachers provide students with a wide and varied range of

learning activities that match the students’ needs.


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Students are encouraged to work independently in most lessons: nearly all teachers are adept

at using thought-provoking questions to challenge students and assess their understanding. In

many lessons, students are given the opportunity to discuss and challenge one another’s

thinking. This was particularly evident in a Year 11 English lesson, where students worked

collaboratively to develop their responses to a text. The students listened attentively to the

arguments put forward by others in the group, and contributed well to the learning of their

peers. In a few lessons, students are more passive learners, in that they listen attentively to

the teacher, but are not given the opportunity to demonstrate their level of understanding or

apply their knowledge.

In nearly all lessons across the school, students are enthusiastic about their learning and they

work with interest at the tasks set. Behaviour is good and any minor off-task behaviour is dealt

with effectively by the teachers. The positive teacher/student relationships in nearly all classes

support a safe and productive learning environment in which students feel comfortable

answering and asking questions.


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2.2 How well are pupils cared for, guided and supported?

The school is very effective in caring for the well-being and development of the students. Good

pastoral care, support and guidance systems, based on the monitoring of students’ academic

progress and personal development, make a positive and effective contribution to the

educational standards and personal growth achieved. This leads to an environment in which

students are settled and happy.

Throughout the school, the monitoring of students’ development is very good. During lessons

and through regular assessments, the students receive support and guidance that enables them

to make progress with their work. Very good academic records are kept. Additional specialist

guidance and support for students receiving learning support is effective and personalized. The

partnership role between the Learning Support teams in primary and secondary is not as well

established as staff would like.

Students throughout the school report feeling confident about approaching staff if they have a

problem, secure in the knowledge that they will be listened to and helped. If problems occur,

they are dealt with speedily and effectively. There are strong bonds between students and their

teachers.

Measures to promote good discipline and behaviour are very effective. The school systems are

supportive of students and provide successful structures within which they work happily. The

‘no blame’ policy on bullying is supported and understood by all.

The measures taken by the school to safeguard and promote students safety, health and well-

being and ensure they benefit from a healthy environment are very good. During the visit, for

example, the school was supporting the ‘Buckle up in Dubai’ road safety campaign and

continued with its own healthy eating initiative. Measures to reduce hazards are continually

reviewed and recorded, and if necessary, acted upon.

The school’s arrangements for medical support are good. Accessible and well equipped clinics

are well managed by suitably qualified personnel. The procedures for reporting accidents and

dealing with emergencies are adhered to. There is very good communication between teaching

and non-teaching staff regarding students’ medical welfare.


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2.3 How well does the curriculum meet pupils’ needs?

The curriculum offered by the school provides a good framework for teaching and learning. It

is used as an effective tool for planning. It provides a broad range of opportunities which meet

the needs, capabilities and interests of the students. This is shown in the secondary school by

the wide range of option choices in Years 10, 11 and 12 leading to GCSE and GCE AS-level

examinations. Less academic students in secondary are provided for by the ASDAN courses.

Detailed review indicates that these are successful in their outcomes; this is supported by the

predicted grades for these students.

The school uses the Ministry of Education (MoE) curriculum from Reception to Year 12 for

Arabic language. The Arabic department enriches these texts using other resources such as

library books, magazines, internet and websites. The result is sometimes innovative, but not

consistently so, and there is still focus on traditional requirements. Year 12 students take the

final examination of the MoE in Arabic and Islamic Studies. An important strength of the

school is the successful integration of the school curriculum with that of the MoE.

In Early Years and Foundation Stage (EYFS), the six areas of learning are planned effectively.

Children work towards achieving the outcomes of the early learning goals. They are given the

opportunity to work collaboratively, independently or as part of a focus group identified within

teachers’ planning. Integrated learning is achieved through matching appropriate activities

and tasks to learning objectives. Arabic speaking staff have made a positive practical

contribution to learning in EYFS with their assistance with activities.

In Key Stages 1 and 2, the school follows the English National Curriculum from Year 1-6: this is

adapted where necessary to better meet the needs of the students. The curriculum is broad

and varied, and covers all subjects. It is practically based and this greatly assists learning. The

delivery of the primary curriculum is a strength of the school. Teachers use their sound

knowledge to challenge expectations and plan for the delivery of the well balanced curriculum.

For example, students use a levelled reading scheme which is differentiated and enables them

to work at their own level. There is currently no withdrawal provision for Arabic as a second

language but provision is given through in-class support.

The geography and history schemes of work are adapted in Key Stages 2 and 3 to make full use

of staff experience, as well as local and cultural conditions.

At secondary level, a good range of subjects are taught. There is an innovative, rich and varied

programme, skills-driven and student-centred, allowing for creative teaching. It is successfully


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adapted to meet the developmental, social and emotional needs of the students: it is a

strength of the school. Creativity is developed very well: the high quality work by art students

on display around both the primary and secondary school is indicative of this.

Planning in the primary school is very good. It facilitates the learning of the students in a

creative and innovative manner. It takes place for all subjects throughout the school. In

secondary, some planning does not actively reflect objectives and assessment for learning: this

impacts on the generally high quality of teaching. Some departmental schemes of work

provide well for continuity of learning within and between topics; others do not. The

integration of information and communication technology (ICT) in the curriculum is not always

shown in the planning.

Low student-to-teacher ratios allow the personalisation of the curriculum, and this has a

significant positive impact on the learning outcomes of students. A review of progress from

EYFS to Year 11 shows a large degree of value added in English and skills acquisition, with

students achieving well in their GCSE examinations. The school is developing a gifted and

talented programme but as yet, this is not fully embedded. However, there is evidence in

schemes of work and planning that students’ learning is extended within the curriculum.

Students with higher abilities are provided with appropriate class extension work and other

provision.

Provision for students with special educational needs is excellent. The school has a learning

support policy, and this details provision for students who need a modified curriculum. There

are learning support departments in both primary and secondary schools. Students with

special needs are identified by testing and common consent: teachers then ensure that they

are able to access the curriculum and achieve their potential. Identified students have

individual education plans and/or targets set for their learning. The success in the

personalisation of the curriculum is another important strength of the school.


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2.4 How well does the school work in partnership with

parents, other schools and the community?

In the most recent questionnaire given by the school, parents responded positively. They

registered strong approval of many aspects.

Links with parents and the community are very good. Parents are provided with a wide range

of information about the life of the school. Regular headmistress’ letters and a good quality

magazine ensure that parents are properly informed of what is happening. Parents consider

that the senior leadership of the school is always available to listen to their concerns: they

report great confidence in the leadership of the school to continue to deliver a high quality

British style education, whilst remaining sensitive to the cultural expectations of the country.

A small group of parents of primary age girls spoke fondly of the school. They emphasised

their personal pride in its achievements for their daughters, the sense of privilege that they

share and the recognition that the school is unique in the UAE. One parent commented that

‘every year, the school gets better and better’.

The school offers regular opportunities to share successes and achievements with parents.

There are parents’ evenings, curriculum information evenings, careers and university fairs, in-

class parent focus groups (for example – ‘how parents can support their children’s learning at

home’). In addition, there are frequent opportunities for celebrating social and cultural events,

for example the Prophet’s Birthday (PBUH), National Day and Umrah trips.

In both the secondary and primary schools, there are opportunities for the girls to be involved

in charitable giving, and to appreciate those less fortunate than themselves. Girls in the

secondary school have recently returned from Kathmandu, Nepal where they had been

involved with assisting in an orphanage.

Latifa School maintains close collegiate links with its brother school, Rashid School for Boys and

with other schools in Dubai and beyond, largely through its close involvement with the British

Schools in the Middle East.


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2.5 How well does the school prepare pupils for future

learning?

Throughout the school, transitions are well managed and care is taken to advise students at

every stage.

Students moving from primary to secondary are inducted by the Head of Year 7 and allowed

to wear the uniform of the secondary school in Year 6. They spend time with their new

teachers in the secondary school before the new academic year. Meetings with parents are

held in September to prepare them for the next stage of their child’s education. This

procedure is continued throughout secondary, with both students and parents informed and

invited in to discuss options for GCSE’s and GCE A levels. Parents appreciate the support given

to students at each stage of their learning.

Most students in Year 12 go on to higher education, and this is an aspiration indicated by

almost all. Destinations are mostly restricted to single gender institutions such as Zayed

University and the Higher Colleges of Technology. Some 97% of school leavers in 2010

proceeded onto diploma and degree courses: this further exemplifies the sound preparation

of students for higher education.

Alumni remain in contact with the school. They provide a useful indication that their

educational experience gave them the organisational and communication skills needed to

allow a successful transition to higher education. They have indicated that the school had

given them an excellent foundation for the next stage on their career. Both alumni and

current students suggest that they would benefit from more experience of fieldtrips to

universities and colleges, to obtain practical experience.


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3. Standards achieved by pupils

3.1 How high are standards achieved in the areas of

learning, subjects and courses of the curriculum?

Students are assessed on entry to the primary school. The school’s self-evaluation form (SEF)

indicates that most enter the school in the foundation stage demonstrating limited English

language skills. The primary school’s intervention strategies and tracking systems are effective

in monitoring students’ progress and ensuring that most achieve appropriate levels by the end

of Key Stage 1. Based on good monitoring systems, students achieve level 2 or above by the

end of Year 2.

There is a wide range of ability in Key Stage 2, but teachers’ planning and teaching strategies,

including differentiated activities, enable students to make good progress as they move

through from Year 3 to Year 6. Selected students are entered for the Key Stage 2 SATs in year

6. All Year 6 students who were entered for the Key Stage 2 reading test, achieved level 4 or

more. All entered for the Key Stage 2 mathematics SAT, also achieved level 4 and above.

Other Year 6 students complete the Year 5 optional paper, so transition data is available for all.

The secondary school uses a range of data to set students. This allows the identification of

those who need particular strategies and interventions. This data is used as a baseline to track

student progress and, when necessary, move students between groups in order to ensure that

they are working at an appropriate level.

In Year 7 and Year 9, students complete MidYis assessments. The scores of students in the

current Year 7 cohort indicate that an above-average number fall into the lower bands. This is

not unexpected, as for nearly all students, English is a second language. It is not uncommon

for the higher ability students to perform better than MidYIS indicates by at least 2 or 3 levels,

when taking final examinations.

Most students in Key Stage 3 are confident speakers of English and demonstrate a good

understanding of their work. Discussions in their lessons and students’ answers to teachers’

questions confirm this. However, scrutiny of Key Stage 3 work and lesson observations

indicated that students in Key Stage 3 find written tasks more challenging. Interventions such

as the spelling and library lesson appear to be effective in improving students’ level of


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vocabulary. Indeed, many students in Key Stage 4 are able to use complex technical language,

appropriately.

The school tracks students’ progress against the relevant baseline data using internal

assessments. Some departments use National Curriculum levels and some use the school

grading system. All departments use the school grading system on student reports. The heads

of year and form tutors have an overview of individual student progress. The school’s student

information database enables all teachers to have easy access to reports on progress and

attainment. Overall, students in Key Stage 3 are building on their achievement at the end of

Key Stage 2: most are provided with appropriate levels of challenge. The introduction of the

new ‘Insight’ assessment at the end of Year 9 is planned to enable the school to monitor value

added data more closely.

Standards are good overall in Key Stage 4. Although the percentage of higher grades achieved

in 2010 GCSE examinations fell compared to previous years, 69% of students achieved A* to C

grades. Almost all (99%) students achieve A* to G grades year on year. Around 48% of students

achieved 5 or more A* to C GCSEs, including English and mathematics. This gives a clear

indication that students, despite issues relating to their level of English lower down the school,

make good progress and achieve appropriate standards in key stage 4.

Art at Key Stages 3, 4 and 5 is a strength of the school. Displayed student work is of a high

standard and 80% of students entered achieving A* and A grades at GCSE and 44% achieving A

grades at AS level in 2010.

The school’s ASDAN course for 5 particularly low ability year 10 and 11 students, is proving to

be successful in developing the self-confidence of the students and contributing to their

progress in English. In a recent GCSE English practice test, for example, all but one student

attained marks which would enable them to achieve a grade D or above.

Standards in Key Stage 5 are good, with 59% of students attaining grades A to C in 2010. 29

students from a cohort of 31 went on to university in 2010.

The school leadership team analyse results in detail, and ensure comprehensive and relevant

data is available. They review subject performances with the relevant head of

department/year leaders and implement appropriate support strategies where necessary.


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3.2 How well are pupils’ attitudes, values and other personal

qualities developed?

Throughout the school, students are well motivated and keen to learn. The school sensitively

provides a British style education, whilst underpinning and respecting local cultural values.

Students are capable learners who for the most part follow instructions well. Relaxed

relationships, courtesy and good manners are features of almost all lessons: students show

respect both for their peers and the adults with whom they work. The students take account

of each other’s views and contribute effectively to class discussions. Students who require

learning support have positive attitudes to learning, due to the appropriate encouragement

that they receive.

Latifa brings out the best in girls’ personal qualities by immersing them in a supportive, caring

and nurturing environment. It offers security whilst also endeavouring to create in them an

enquiring mind and a desire for independent thinking. Learning is, where appropriate,

adapted to the specific needs of the girls. In the secondary school, for example, the physical

education (PE) curriculum is modified to focus on healthy lifestyles and fitness, rather than the

more traditional team games.

Girls love coming to school. During interviews with girls, they told of their real enthusiasm for

the place where they feel at home. This is supported by the 91% positive endorsement from

the recent parent questionnaire when asked the question ‘Does your daughter like school’?

Home-school liaison officers are useful and important links between home and school, often

bridging not only the language barrier for some parents, but also the cultural divide.

Attendance is good throughout the school. Attendance registers are now kept electronically, in

addition to the manual register kept for emergencies, for example fire drills. Punctuality,

whilst a problem for a small minority of students, is monitored in a Late Book and followed up

if significant.

The School Council is a lively and thriving student group, with representation from across the

school. Students clearly have ‘a voice’ and their opinions are valued. They value the regular

opportunities to express themselves.

During the visit, students in all parts of the school were often seen to help one another: the

older students have a very good attitude to the younger ones. Girls of all ages conduct

themselves well at breaks, mealtimes and in after-school activities.


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4. Leadership and management of the school

4.1 How well is the school led and managed?

Leadership and management of the school are good: parents recognize and value the positive

impact of the senior leaders.

The school has implemented effective self-evaluation procedures that inform detailed

development planning. A range of high quality, evaluative documentation supports the school

in identifying strengths and weaknesses, and implementing effective improvement strategies.

Across the school, teaching staff are encouraged to take an active role in school evaluation:

senior leaders ensure the views of teachers, students and parents are taken into account.

A more consistent approach to implementing agreed policies such as planning and target

setting is being encouraged across the school; this is currently best established in the primary

school.

The senior leaders recognize that areas of the school could be enhanced by a more highly

developed ‘whole’ school approach. At present, for example, Learning Support Teams are

based in either primary or secondary school. Learning Support staff interviewed felt a greater

team approach could enhance the tracking and support of students throughout their time at

the school. They suggest it would also make better use of teachers’ in-depth knowledge of

individual students’ needs. School leaders have recognized some of the challenges of

developing a more whole school approach; activities have been implemented to support this

aim, but the process is not yet fully embedded.

The school collects student achievement data to direct future strategies and strengthen the

quality of teaching and learning. However, there are inconsistencies in its application: the

primary school and some secondary departments are more effective than others.

Within the school, middle managers have been successfully empowered to take a greater role

in informing and steering effective change. The contribution made by the middle managers is

viewed as having important impact, especially in supporting the goal of continually raising the

students’ achievement levels.

Due to the school’s unique character, governance responsibilities are not established with

complete clarity. Key priorities such as resourcing levels and expenditure plans are the

responsibility of external partners: this impacts on the strategic management of the school. It


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is a credit to the school leadership team that there is a clear vision, and the school continues to

provide a high quality of education for all its students.

Administration and organization are very efficient. They ensure the smooth running of the

school and support the aim of excellence. Students’ and parents’ views underline that the

school is efficient, effective and very supportive.


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5. Quality of provision

5.1 How good are the accommodation, the staffing levels

and the resources?

The quality of the accommodation is excellent. It facilitates a high standard of education,

personal development, behaviour and welfare. The school has good sports facilities, including

a swimming pool and dedicated rooms for art, music textiles, and food technology. The

primary school is innovatively designed to support a practical curriculum. The secondary

school is well designed with classrooms which are both functional and aesthetically pleasing.

The secondary building is centred around a Japanese garden which provides a central area for

socialisation and reflection. Gardens and buildings are well maintained and the school,

although in a desert setting, has grassed playing fields. Bathrooms and dining rooms are clean

and sufficient in number. The Sixth Form block provides Year 12/13 students with areas for

private study and small seminar rooms for teaching: this aids their transition to a college

environment.

Classrooms in the primary building are large, light and airy, with bathroom facilities attached

to the room allowing easily supervised usage. All classrooms allow the curriculum to be taught

effectively. There is ample storage throughout the school. Specialist rooms for art, music and

ICT are abundant; the science department has well equipped laboratories.

In secondary, the subject rooms are grouped together which facilitates subject linkage. Well

stocked, large inviting libraries are found in both schools. The accommodation is of a very high

standard: however, there are no plans for upgrading certain systems which are becoming

obsolete and may cause problems in the future. For example the electricity connection is at

capacity. Similarly, the lighting and sound system in the hall does not allow interaction with

modern computerised systems of control.

The school is generously staffed throughout, in both teaching and non-teaching sectors. There

are 94 teachers in primary and secondary. This gives a student-teacher ratio of 9:1 in primary

and 4:1 in secondary which is excellent, and aids the delivery of the personalised curriculum.

Teaching assistants support the work of the primary school. Arabic staff are appropriately

qualified in Arabic language. The turnover of staff is low, with a large number remaining in the

school for more than 5 years. The staff have a strong pedagogical knowledge, and on-going

professional development helps them to remain well informed. Teachers’ qualifications and

experience contribute to the high standards of the school.


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Quality of resourcing is very good, with sufficient to allow the effective delivery of the

curriculum, and to promote learning and attainment. In the primary school, there is excellent

provision of resources for all areas of the curriculum, appropriate for the students’ needs.

Computer equipment whether stand-alone computers or laptop banks allows extensive use

for ICT within the curriculum.

The senior school has 14 computer suites and also computer access, projector and internet

facilities in all classrooms: ICT is sometimes an integral part of the learning process.

Opportunities are not always maximised, however: in certain lessons, its use would have

enhanced the learning outcomes of the students. Teacher planning does not always fully

indicate opportunities for ICT usage.

Access to ICT is excellent, however the age of some of the machines does cause problems.

Updating of software is not possible as some computers are more than 5 years old and do not

have the RAM to support this. Hence, an upgrade to 2010 software is not possible. Although

the computer provision supports the curriculum currently, there becomes the increasing

possibility of a system failure as the fibre optic cables only have capacity of 1GB which was in

line with their date of installation in 2000. The school recognizes that a capacity of 10GB

would give the high speed access required now. The current state of the system will limit

future developments as the demands on it become greater.


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6. Overall effectiveness of the school

6.1 How successful is the school?

Latifa Girls School provides high quality education from a deeply rooted understanding and

heartfelt appreciation of, the cultural needs of the students. This enables the school to make

sophisticated provision for their personal development that cultivates articulate, confident

young women who have a strong understanding of their cultural responsibilities.

The school successfully promotes a personalised approach to learning. Students are

supported and encouraged through a range of positive interventions. Effective behaviour

policies and positive recognition encourages each student to achieve her best.

The quality of the leadership is high. There are good systems for tracking students’ academic

progress. An effective curriculum and the ingredients to support high levels academic

achievement are in place. This is a school where every girl's future really does matter.

The quality of teaching and learning is consistently high; nevertheless, the school

understands that teachers need to plan lessons that give students more opportunities to

develop their independent learning skills.

The school uses effective systems to track progress and development. They provide teachers

with high quality information on each individual student. These systems combined with the

arrangements for ensuring personal development, underpin the good academic

achievement.

Responses received from parents to the school’s questionnaire indicate strong support for

the school, and recognition of the high quality of education it provides.


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6.2 What the school does well

The school has strengths in many important areas.

• The school successfully meets its vision of implementing a curriculum that provides a high

degree of personalisation, supports excellent relationships and gives a framework for a

strong ethos of care and guidance.

• Staff are well qualified with a good level of subject knowledge; they successfully implement

a high level of teaching and learning.

• The school provides accommodation and resources that creates an excellent learning

environment.

• Teaching was of a consistently high quality, supported by the school’s performance

management system.

• Students are delightfully polite, enthusiastic and well behaved.

• The strong emphasis on developing close relationships with parents has been highly

effective.

• The leadership of the primary and secondary sections is good. High quality leadership

ensures that overall, the school continues to develop as a highly effective institution.

• The self-evaluation process followed by the school was of a high quality, supported with an

excellent range of evaluative data.

• The school ensures that each student is valued and supported through a personalised

approach to learning; this creates a calm and supportive atmosphere throughout.

• Specialist teachers have an effective and positive impact on the quality and range of

learning opportunities.


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6.3 What should the school do to improve further?

The school has developed an effective school improvement plan that highlights the key areas

for future development. The key targets in the plan are appropriate, and will enable the school

to develop its effectiveness even further.

As a result of the accreditation visit, the school should consider:

• seeking to be more actively engaged in the long-term strategic and financial planning

decisions, to enable it to make effective and informed judgments regarding resourcing

and recruitment issues;

• developing further the effectiveness of the learning support teams by encouraging a

whole school approach that would maximize the impact on student's long-term needs

and the management of resources;

• in the secondary school, evaluating the effectiveness of planning to encourage a more

agreed, standardized approach to formulating learning and assessment outcomes;

• ensuring the many examples of excellent practice are shared between primary and

secondary schools, and between the Arabic and English medium departments.


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6.4 Does the school meet the standards for being an

accredited BSME school?

The Accreditation Team recommends to the BSME Executive Committee that the school does meet

the accreditation requirements.

Evidence source/s

During the accreditation visit, 45 full or part lessons were observed, school documentation and

policies were analysed, students' workbooks were scrutinised, and discussions were held with senior

staff, middle managers, range of teachers and groups of students from both primary and secondary

departments. Some parents of students were also interviewed for their views on the school. Two full

school days were monitored.

Documents

BSME Accreditation visit report Latifa Girls School Dubai UAE€¦ · 6.4 Does the school meet the standards for being an accredited BSME school? 22 . Accreditation visit report,