Qatar National School Accreditation (QNSA) · VII - Yellow 29 28 1 97 School Achievements Additionally, through interviews and review school documents, the visiting team was assured

Self-Study Visiting Committee Report

Awfaz Global School

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Visiting Team Chair

Ms. Amal Ahen

Members:

Mr. Mohamed Bedair

Mr. Abdelmoniem Sati

Mr. Hani Ibrahim

Mr. Mohamed Sultan

Mr. Khalifa Almukhaini

Ms. Maqboula Alkuwari

Mrs. Aisha Khanji

Visiting

Team

Members

Qatar National School

Accreditation (QNSA)

SELF-STUDY VISITING COMMITTEE REPORT

FOR

Bright FUTURE Pakistani International SCHOOL

S N

A

Q

4th

- 8th

January, 2015

Qatar National School Accreditation (QNSA)

Evaluation Institute – Supreme Education Council


Bright Future Pakistani International School

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Table of Contents

CHAPTER 1: SCHOOL COMMUNITY PROFILE & DATA .......................................................... 2

CHAPTER 2: SELF-STUDY PROCESS & SCHOOL LEARNING RESULTS ...................... 8

CHAPTER 3: ANALYSIS OF STANDARDS & INDICATORS ................................................. 13

STANDARD 1: SCHOOL MANAGEMENT AND LEADERSHIP .................................................... 13

STANDARD 2: EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT .......................... 23

STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS .................................................... 31

STANDARD 4: RESOURCES MANAGEMENT ...................................................................... 42

STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIPS ................................................ 49

CHAPTER 4: THE ACTION PLAN ....................................................................................................... 53

CHAPTER 5: VISITING TEAM COMMENDATIONS & RECOMMENDATIONS ............... 68





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Chapter 1: School Community Profile & Data

School’s Foundation Data

Bright Future Pakistani International School (BFPIS) was established in 1996 as a private school

catering to students from Kindergarten to Grade 12. It aims to help children be confident and

creative builders of their future, and also aims for an atmosphere of cooperation, with respect for

individual differences and community values.

The school broadly follows the British Curriculum adopting Edexcel for IGCSE, AS Level

(Advanced Subsidiary Level) and A Level (Advanced Level) testing, in addition to the Pakistani

Curriculum (Federal Board Exams). For Arabic, Qatar History and Islamic Studies, the school

follows the National Standards of Qatar as set by the Supreme Education Council.

School’s Characteristics and Facilities:

The school consists of three blocks, including 73 class rooms, administration offices, three

science labs (physics, chemistry & biology), library, four ICT Labs, clinic, two exam halls, three

playgrounds, equipped gymnasium and open shaded areas, and staff rooms.

Data on School Staff:

Staff Numbers and Tteachers’ Qqualifications/Eexperiences:

Qualification No. of Teachers

Master's 87

Bachelor's 21

Faculty/Diploma 05

Total 113

The visiting team confirmed during their visit, that all teaching staff is approved by the SEC.

Moreover, the staff experience ranges from one year up to 18 years.





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Staff Tturnover:

During the team visit, it was confirmed by the school that 64 new teachers were employed for the

academic year 2014-2015. On the other hand, 59 teachers left the school for different reasons

including domestic issues, family relocation, and sponsorship complications.

Data on School Students:

Students’ numbers and nationalities:

Based on data provided by the school, students at the school come from different nationalities and

different cultures. They are in total approximately 1819 students. The majority of them are

Pakistani students, while the rest of them belong to 33 other nationalities, of which 13.6 % Arab

with no Qatari students.

Students’ Turnover:

The school stated that 340 students left the school last year. 71 of them have joined universities

while the rest have left the school due to one of the following reasons:

Parents leave of country.

Moving to another school following another curriculum.

It was observed during the visit and in review of the school’s documents that the number of

admitted students has increased sharply. The school admitted 268 new students the past year.

Data on Sschool Aachievements:

Students’ Aacademic Aachievement:

The British curriculum: (Edexcel Exams)

In review of the school’s data on student performance on Edexcel Exams, the visiting team

observed that there is clear improvement in grades 9 and 10, and stability in performance in

grades 11 and 12.





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BRIGHT FUTURE PAKISTANI INTERNATIONAL SCHOOL DOHA-QATAR

Annual Results Statistics SSC SSC - I 2013

Total Number of

Students

Number of Students

Passed %

Number of Students

Failed % Fail

36 100 0 0

SSC - I 2012

Total No: of Students No: of Students

Passed %

No: of Students

Failed% Fail

34 94.1 5.88 2

SSC - II 2013

Total Number of

Students

Number of Students

Passed %

Number of Students

Failed % Fail

31 100 0 0

SSC - II 2012

Total Number of

Students

Number of Students

Passed %

Number of Students

Failed % Fail

43 97.67 2.32 1

The Pakistani Curriculum: (Federal Board):

It was also evidenced during the visit and through review of the school’s documents, that there

is considerable improvement in students’ achievement in the Federal Exams in all grades as

well.





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Bright Future Pakistani International School Doha - Qatar

Annual Result Statistics 2013-14

Class Total No. Passed Failed Passed % Remarks

I - Blue 29 27 2 93

I - Brown 27 27 0 100

I - Green 27 24 3 89

I - Orange 28 23 5 82

I - Pink 26 25 1 97

I - Purple 28 27 1 97

I - Red 28 28 0 100

I - Silver 28 27 1 97

I - White 28 26 2 93

I - Yellow 28 27 1 97


II - Blue 23 22 1 97

II - Green 25 25 0 100

II - Pink 25 23 2 92

II - Red 21 20 1 97

II - Yellow 23 22 1 97





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III - Blue 21 20 1 97

III - Green 26 26 0 100

III - Pink 25 24 1 97

III - Red 25 24 1 97

III - Yellow 24 24 0 100


IV - Blue 25 24 1 97

IV - Green 30 30 0 100

IV - Pink 30 29 1 97

IV - Red 24 23 1 97

IV - Yellow 23 20 3 87


V - Blue 26 26 0 100

V - Green 26 26 0 100

V - Maroon 25 25 0 100

V - Pink 26 26 0 100

V - Red 25 22 3 88

V - Yellow 25 24 1 97





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VI - Blue 22 21 1 97

VI - Green 22 21 1 97

VI - Maroon 20 20 0 100

VI - Pink 23 23 0 100

VI - Red 20 18 2 90

VI - Yellow 20 20 0 100


VII - Blue 31 30 1 97

VII - Green 32 31 1 97

VII - Pink 30 30 0 100

VII - Red 28 26 2 93

VII - Yellow 29 28 1 97

School Achievements

Additionally, through interviews and review school documents, the visiting team was assured

that students had the opportunities to participate in different activities and competitions.

However, it was also clear to the visiting team that the school needs to further expanding its

activities and co-curricular programs to support the varied students’ needs.





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Chapter 2: Self-Study Process & School Learning Results

Section A: Self Study Process

The school stated that at the beginning of the self-study process in 2013, an orientation session

was conducted to the whole staff to give them a detailed introduction about the process. Later,

regular meetings were held with committees and the leadership team. Guidance from the SEC was

provided during the process.

The school also conveyed that when conducting its self-study, it involved internal departments

and external stakeholders, top and middle management, teachers, administration, students, and

parents to engage them and attain feedback through formal and informal meetings. Five different

teams were formed and one team of leaders was constituted to overview the entire process.

Based on the school self-study, it was found that Bright Future School completed the compilation

of the self-study chapters covering the main standards and their indicators. The visiting team

appreciates and acknowledges the work put worth by Bright Future School in the compilation of

the self-study and in preparation for the visiting team visit. Furthermore, in review of the school

evidence, the visiting team visit, classroom observations, meetings with various school

stakeholders, the visiting team observed that the school conducted training to staff members,

distributed the standards to staff members for review, analyzed all subjects’ results, and

conducted classrooms observations. The school also formed five focus groups in review of the

five standards who reviewed evidence at each subsequent stage. In meetings with the school staff,

it was clearly apparent that there was a strong awareness by the staff of the self-study process.

The school also involved parents through meetings, orientation, SEC questionnaires, and Parent

Teachers Association (PTA).





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The visiting team through meetings and reviewing school documents found out that the school has

identified most of the strengths and the areas of growth and that the school monitors the

implementation of its action plan.

Section B: Mission & Vision

BFPIS Mission Statement:

Strive for academic excellence & personality grooming through an integrated curriculum in line

with socio-cultural ethos.

BFPIS Vision Statement:

A student centered education process in consonance with the latest technological advancements

coupled with professional development of faculty in line with the school mission.

The School Objectives

Focusing students to develop into confident, active and thoughtful young people who

leave BFPIS well prepared for education and life beyond the school.

Development of the school’s leadership to operate efficiently in accordance with

professional standards of leaders, so that both the leadership and teaching staff become

leaders in their positions.

Provide a well-rounded program of instruction using the best educational practices

appropriate to the academic, cultural, intellectual and social needs of the students.

Provide educational resources for a safe, challenging, tolerant, and supportive learning

environment in which students are actively encouraged to participate.





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Prepare students to be independent thinkers, skillful communicators, lifelong learners and

global citizens

Foster a sense of individual responsibility, self-discipline, self-reliance, and respect for

self and others.

Promote a creative, active lifestyle that can support the students in their whole life as a

built in feature.

Orient students to the world of technology and media, developing familiarity, competence,

and awareness of the tools, which they will need as they continue their learning process.

Encourage students, teachers, administration, and parents to play an active role in

promoting educational excellence at the BFPIS.

Achieve exalted standards of teaching through recruitment of highly qualified and

motivated faculty and staff members, whose skills are polished via rigorous and extensive

training programs.

Provide opportunities for the students and staff of BFPIS to strengthen community bonds

through participation in a range of activities and programs.

Encourage acceptance and tolerance to the diversity of moral, traditional, and religious

values.

To ensure physical and metal growth by arranging target oriented extracurricular activities

for the students according to their physiological and psychological requirements.

To promote social responsibility and sense of trustworthy citizenship among the students

through active involvement in serving the community on the campus and in the society





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The school conveyed on the process in which it reviewed its vision and mission in Chapter three

in its self-study report and the school involved parents through questionnaires and the

parent/teacher association (PTA). The visiting team found that the school revised its mission to

facilitate it towards its stakeholders. The visiting team encourages the school to put forth greater

efforts to help parents understand them.

Section C: Learning Objectives

Conducive and beneficial academic atmosphere that facilitates better learning

environment.

Academic excellence in the form of better results of the students in class tests, term exams

and external exams.

Critical thinking, creativity and analytical skills among the students.

Enhanced proficiency to exploit the latest technology in positive manner.

Leadership qualities based on self confidence, determination and improved intellectual

level.

Self discipline and sense of responsibility and tolerance among the students.

Organizing skills leading to better time management and use of mental faculties.

Physiological and psychological progress of the students.

Improved social responsibility and better orientation to global challenges and to meet the

cut throat competition in all walks of the life.

Effective comprehension and communication skills coupled with competence to deal with

taxing environment.

Better orientation to cultural, religious and social adaptability.





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The visiting team observed throughout the visit and in meetings with different stakeholders, that

students and parents are aware of the school learning objectives.

It was assured to the visiting team that the learning objectives reflect the school’s mission and

vision. They are measurable and achievable. Most of the school plans and programs support the

school learning objectives which are known and clear to staff and have the ability of some of the

staff to embody them in activities.





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Chapter 3: Analysis of Standards & Indicators-Strengths & Areas of Growth

STANDARD 1: SCHOOL MANAGEMENT AND LEADERSHIP

1. School Mission and Vision

BFPIS states that it has well defined mission, objectives, and policies. Comprehensive discussions

and thorough deliberations were done before setting the mission and school objectives. It was also

taken care that the mission and objectives serve as a foundation to formulate school strategies to

achieve its growth and academic targets. These objectives and policies are distributed amongst all

staff members, and discussed to monitor continuous progress.

The school states that all policies at the school are designed in line with the SEC’s directives and

guidelines, which reflect the State’s vision to achieve better academic standards as a whole.

BFPIS conveys that it strives for achieving excellence in all facets of the educational process. The

school maintains an extra focus and effort to hire highly qualified and experienced faculty from

different countries.

The school states that the promotion of the mission, objectives, and values is done not only

through a pedagogical process, but actively at school for which it is designed to lead to the

accomplishment of the school vision. The school acknowledges that the management of the

school is responsible for implementing the health and safety policy within the school. The school

organizes a number of extracurricular activities throughout the year.

In reviewing of the school documents and in meetings conducted by the visiting team, it was

made clear that there is a solid involvement by the stakeholders in reviewing and updating

the school mission and vision. This is conducted through a variety of methods including

surveys, meetings, and the Parents’ Teachers Association (PTA) and analyzing data.





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However, the visiting team recommends that the school further develop the understanding of

the mission by parents.

The school’s mission and objectives align with the regulations and vision of the SEC, which

is striving for academic excellence & personality grooming through an integrated curriculum

in line with socio-cultural ethos. It was clear during review of the school’s documents in

comparison the students’ performance with other schools which follow the same British and

Pakistani curriculum, that there is progress in the students’ academic achievement, and that

they attain high rankings in international competitive exams. Moreover, parents and students

interviewed by the visiting team during the school visit expressed their satisfaction

concerning the educational services provided by the school.

The visiting team also supports the school for its great efforts in order to achieve the school

mission, vision, and objectives, through the curriculum offered that meets the educational

needs of the students and improve their knowledge and skills, as well as employing a group

of teachers who are seemingly qualified and experienced. Moreover, in most of the class

observations conducted by the visiting team, it was observed that the teaching practices

applied throughout the school were observed to be of high quality and motivated to student

learning. However, the teaching and learning strategies across classrooms were not consistent

with the school vision and objectives at a very high level, and is in need of greater

diversification of teaching strategies, to cater to all students’ educational needs.

In meeting with the financial department of the school, it was assured that BFIS’s mission

and objectives are attainable and in the range of the school capacity of human and financial

resources. However, although the school has had a budget surplus since 1996, the visiting

team observed that the school is in critical need in hiring of assistants or support teachers in

junior classes to provide extra support to young learners, as well as developing the school’s





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facilities for promoting proper extra-curricular activities to enhance students’ learning such

as providing greater resources in the art room and the school library.

The visiting team supports the school in its endeavour to contribute in achieving a safe and

healthy environment through the maintenance of health and safety regulations, which was evident

in the availability of fire extinguishers and exit signs. However, the school’s staff and students

were not trained on the evacuation procedures for emergency incidents. Moreover, it was

observed that the school nurse is working as teacher, and as a result she is overloaded to be

accessible and be aware of medical issues students may have throughout the school day and year.

Discipline and students’ behaviour are well controlled by the school staff that is responsible in

supervising students, who reinforce behavior management across the entire school. It was

observed by the visiting team that teachers send the behavioural report to the discipline committee

who takes the appropriate action pursuant to the school policies. Although the school affirms that

in its self study there is mutual respect between students and teachers, and teachers are good role

models for students, many students complained during interviews about cases of violence and

verbal abuse that occur from some teachers.

The visiting team supports the school in its effort in fostering of self-confidence and motivation

which were observed clearly through class observations, assembly time, and the visiting team’s

meetings with students.

The Student Council plays an integral role also in helping to nurture a positive impact of the

school’s mission, objectives, and vision. Students choose their own leaders and have meetings to

discuss issues that are important to them.





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2. Planning and Organisation, Empowerment

BFPIS affirms that academic excellence and orientation of students has always remained in

focus along with their socio cultural growth. The school states that it hires the best quality

teachers within the capacity of available resources, and arranges the latest technology that

may help to raise academic standards of the school. However, more specific definitions of

the priorities needs to be developed to achieve better results.

The school states that it has a well defined organizational structure which defines the chain of

command and span of control. Job descriptions are distributed amongst all staff members and

allow the school to work effectively.

The school also states that all policies are widely circulated amongst the staff through regular

meetings and training workshops. Every day two departments and their teachers meet with

the Vice Principal and concerned coordinators. The Board of Directors provides policy

guidelines and then facilitates the administration to implement the policies, and regular

meetings are conducted between the Board of Directors and the senior management of the

school to devise strategies for improvement.

The school also has an active Parents Teachers’ Association which meets on a regular basis

to appraise the performance of the school management, staff, and students and to give input

to the school administration on their comments and suggestions. Moreover the student

council participates in the highlighting the areas required improvement in the school.

In meetings with the school’s principal and the school’s focus group, the visiting team

observed that the school strives to prioritize its strategies depending on the hierarchy of its

objectives, the academic excellence and orientation of the students, in focus along with their





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socio cultural growth. The school has prioritized hiring greater qualified and more

experienced teachers to utilize the teaching hours in a more effective manner. The school has

clear plans for which it believes will lead to the achievement of its priorities. It was evident

to the visiting team that the school’s governing body is involved in the school community and

that they provide support to achieve the school mission, objectives, and priorities. Regular

meetings are held to discuss the overall effectiveness of the school, decision making, and to

discuss improvements, taking into consideration the alignment with Supreme Education

Council objectives and orientation of the State of Qatar. However, the visiting team agrees

with the school concerning developing a differentiated plan and programs for each group of

students.

In reviewing of the school documents and in meetings conducted by the visiting team, it was

made clear that the teaching staff and the non-teaching staff worked cooperatively and

collaboratively in developing policy. Stakeholders are made aware of the school’s policies

through handbooks, school website, and staff/parents meetings. The school also orients

teachers with their expected responsibilities through informing them about their job

descriptions.

The school has a mechanism in place for distributing and delegating tasks, for which work is

divided fairly and according to staff capacities and experience in a way that helps facilitating

an accurate and efficient work. There are separate heads for the junior and senior wing which

work directly under supervision of the Principal. The section coordinators are delegated with

responsibility to manage their sections. It was observed that the coordinators are working as

teachers too, which may be an added burden on them. The school needs to ensure that they

are able to properly follow-up on teachers to provide them with the necessary professional

development.





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Through interviews with the staff, students, and parents, they expressed that school

administration allow participation in the school decisions through varied means through

suggestions, e-mail, surveys, or through communication with the PTA and student council.

The management takes into account their suggestions especially in the academic matters.

However, some students and parents expressed that they had repeatedly relayed requests such

as the school need to provide a variety of extra-curricular activities, and that the school has

not responded to their requests and demands.

3. Quality Assurance System: Monitoring, and Follow-up

The school communicates that there is defined mechanism to ensure quality of teaching,

follows ups, and checking academic improvements. , Staff members are observed and

evaluated by the Principal, Vice Principals, coordinators and HODs. Observations/warning or

guidance are given to the teachers as per requirement. Regular rounds and departmental

meetings are conducted in order to ensure that plans are being implemented.

It also states that academic results and other statistics are prepared to assess the quality at the

school. A regular observation and monitoring system is in place and an annual performance

report is also prepared.

Random checking of lesson plans; result analysis of teachers after every exam helps

management to monitor teachers’ performance. Additionally, the regular inspection of

classes is conducted to find out growth areas in an individual’s performance.

The school states that student performance is monitored by their attendance, class tests,

homework, and examination results. Remedial classes are offered to low achieving students.





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Each teacher focuses on these students in the class. Parents’ teacher meetings are organized

to discuss the progress of a student.

It has been observed by the visiting team through classroom observations, interviews with

stakeholders, and review of school documents that the school has a clear system for

evaluation and appraisal in place, and that it consistently works on monitoring and following

up on school operations. These procedures for monitoring and following up on operations for

teachers and school efficiency are done by the principal, the vice principal, the coordinators

and the subjects’ heads on staff performance to contribute to continuously improving their

performance through parents’ feedback forms, classroom visits, and appraisals. In addition,

new teachers serve a probationary period and are evaluated for performance. Moreover, they

regularly assess the impact of follow-up on the performance to guide in making decisions

concerning the professional development and other aspects of the school’s work. However, it

was clear to the visiting team that teachers are in further need to develop to their skills in

differentiation and using summative assessment in teaching.

The visiting team acknowledges that the school monitors and follows up on students’

performance by assessing their work continuously throughout the academic year, through

assessment records, student reports, interim reports, conducting, analysis and special support

programs. The school also analyzes results of external exams for students. The school also

develops plans to improve students’ performances through different remedial programs.The

principal also reviews the analysis of students’ results on a regular basis, receives feedback

from parents, and utilizes their results to allow teachers to discuss more meaningfully student

progress over the year. This has had a positive impact on improving the academic

achievement of students.





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The school also follows up and evaluates school programs, plans, and projects through key

performance indicators and regularly executes, reviews, and amends plans to achieve the

school mission and objectives. However, the visiting team recommends that the school

develop more expansive procedures to measure the success in applying the mission, vision,

and objectives.

School’s Identified Areas of Strength:

1. The school educational mission, vision and objectives are aligned with the State’s

guidelines and the SEC’s plans and programs.

2. The school mission, vision and objectives are supportive of setting up a healthy, safe

and happy environment for all students.

3. The school is committed to the SEC’s regulations, and follows up the work

instructions precisely.

4. There is clear and announced organizational structure, which identifies the level of

leadership, responsibility, and instructional hierarchy.

5. There are clearly communicated regulations, by laws and policies to operate school

work.

6. There is a mechanism for assigning tasks, which contribute in work improvement and

quick accomplishment.

7. There are mechanisms, which facilitate communication among staff.

8. The school atmosphere is positive, cooperative, and with a sense of responsibility.

9. The governing body, while making policies and strategically plans for school,

authorizes the school administration to implement its decisions.





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10. The school leadership ensures that staff are empowered in shared responsibility,

school input, collaborative decision-making, and accountability for teaching and

learning to support students.

11. The quality and efficiency of the regulations of staff accountability is good.

12. The school applies an assessment system for management, staff and school

efficiency.

13. The school monitors and follows up on staff performance to contribute to

continuously improving their performance.

14. School monitors & follows up on student performance.

The visiting team supports points 1, 3, 4, 5, 7, 8, 9, 11, 13 and 14 as areas of strength, and

encouraging the school to maintain the use of good practices regarding these areas so that

they are maintained. However the visiting team strongly recommends that the school

consider all other contended areas of strength as growth areas, as the school is in need to

improve on these points.

School’s Identified Areas of Growth:

1. Design plans for radiation of mission and objectives

2. Stakeholders’ involvement in developing the strategic objectives, which realizes

the school mission and vision.

3. Attainability and reality of school objectives within school capacity –both with

human and financial resources

4. The school priorities are identified and executed effectively to improve and

achieve its mission.

5. There are clear plans (strategic, executive, and/or operational) which lead to the

achievement of the school objectives.

6. The school management involves all stakeholders in decisions-making.





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The visiting team agrees with all of the growth areas mentioned in the school self study, in

addition to other areas that are recommended for the school to address in Chapter 5 for this

standard, and encourages the school to further implement its action plan to improve these

areas.





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STANDARD 2: EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT

1. Methods and Pedagogy

According to the school’s self-study, the teaching style and strategies of the teachers is

aligned according to the school’s mission. There are regular meetings and training workshops

which keep the teachers up to date. Teachers maintain their planning files, which includes

daily plans, term plans, and yearly plans. Student assessment records are maintained by

teachers and are sent to parents of senior classes at the end of the month. Teachers involve

students in classroom activities and also in doing worksheets which enhances student’s

creativity and learning abilities. This area needs some further improvement as the school

aims to develop more activities

The school administration concentrates on discipline keenly. There is a discipline committee

which ensures the discipline of the students and who also counsel students if they create

disturbance in classes. This committee communicates discipline issues that arise to the

concerned parents.

Student Assessment is a regular feature of the school. It is recorded by the teachers and

submitted to the exam cell. Parents receive these at the end of each month by e-mail, and at

the end of each term in the form of Result Card.

The visiting team observed that at the beginning of each academic year, the school guides

teachers to be aware of the school’s mission, vision statement and urges them to align

teaching strategies so that they are consistent with the school's mission and vision. In this

aspect, the visiting team observed that the indoor activities, related to teaching and learning,

which are conducted from Kindergarten to year 12 reflect the school mission and vision.





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Teachers follow daily lesson plans for the subjects that are taught. A yearly syllabus plan is

followed and is uploaded in the school portal for student and parent access. Seemingly

Experienced and qualified teachers are recruited from different nationalities. This was

observed to have a positive impact on teaching especially in the core subjects such as

English. Chemistry, Physics, Biology, and ICT.

The school stated that teaching and learning are made effective by the use of a variety of

teaching and learning styles. However in most classes observed by the visiting team, teachers

neither varied their teaching methods to address the needs of the students, nor applied varied

differentiation strategies, even in the lesson plans. This was clearly observed in lower

classes, (years 1- 3).

Teachers are provided with laptops to access school portal for uploading syllabus,

homework, preparing lesson plans and presentations for classes. Moreover, all classrooms

have projector facility where teachers may display presentations, and videos to aid teaching

and learning. The school is equipped with ICT labs which help students to enhance their ICT

skills and use computers for their research in other subjects. Though the school has smart

boards for interactive learning, and there is internet connection in all classrooms the visiting

team members observed that the smart boards were not used effectively.

All classes have mixed ability students therefore the school states that teachers are expected

to produce different sets of worksheets depending on students’ levels. Moreover, the

visiting team members observed that in senior classes, teachers encourage the students to be

independent and responsible learners by asking them to respond to some tasks related to the

subjects they study, learn at their own pace, use ICT, complete homework, or coursework

assignments.





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The visiting team also observed that students are motivated to take part in the lessons'

activities and interschool competitions both academically and in physical education. For

example, in senior classes it has been observed that teachers motivate students to use higher

order thinking skills during the classes in discussions, debates, solving problems, making

suggestions and delivering academic presentations.

During the school visit, it was also observed that the school follows a strict procedure to

maintain discipline and regularly conducts assemblies addressing morals issues. Moreover,

during Islamic lessons teachers teach religious beliefs and morals to Muslim students. As a

result, it has been noticed that the students' behavior during the lessons is good and there is

mutual respect between the teachers and the students in the majority of the observed lessons.

However, some students in junior classes complained of the mistreatment of some teachers

with them during some lessons.

The visiting team observed that the student counselor at the school arranges visits of different

Pakistanis and international universities to guide students towards their future studies. The

school also guides students about acceptance conditions and other requirements to get in to

universities. The school is working on the academic guidance files to guide students for their

future universities according to their abilities. There are regular parents-teachers meetings. In

these meetings, the parents are aware of the aptitude of their child and can discuss with

teacher and Principal about the future plans of the child.

2. Curricular Standards, Quality, and Implementation:

The school conveyed in the self-study, that the curriculum is aligned according to the

students’ future requirements. The curriculum meets the students’ physical, social and

psychological needs as it is methodically set to develop and grow students’ learning abilities





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The school also expressed that each teacher has Term Plan which is submitted in the starting

of each Term but Yearly Plan is submitted at the start of each year to the coordinators, VP's

and Principal. These plans are made by the teachers under the supervision of concerned

HOD. Students are sent to different competition during the academic year to where they have

fared well in most of the Inter School Competitions. Students are also tested by assigning

them different educational projects. There are different educational competitions which are

organized by the school.

The visiting team observed that the curriculum delivered meets the student’s physical, social,

and psychological needs with the different educational levels/programs offered. The school

offers a British Curriculum (testing by EDEXCEL LONDON UK), and a Pakistani

curriculum (Federal Board of Intermediate & Secondary Education Islamabad-Pakistan),

Islamic Studies (Muslim Students only), and Urdu and Pakistan Studies (Pakistani students

only). This is in line with the school mission, vision, and learning results. Furthermore, to

enhance teaching and learning, the school states that it provides both teachers and the

students with the needed resources (text books- CDs- references-extra-curricular activities).

In addition to the planning of the curriculum and associated activities, the school further

designs extension activities for gifted students and low achieving students to support the

curriculum and increase their knowledge base and develop their skills. It was also observed

that there is a plan for the extra-curricular activities to support students’ overall development;

however this plan is not implemented in an effective way. Moreover, although Arabic is a

compulsory subject through grade 7, the syllabus is not designed according to the standards

of the Supreme Education Council., Instead the school has prepared the syllabus based on its

objectives, vision, and mission.





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3. Learning Environment

A large number of classrooms at BFPIS were observed to be spacious well organized, illuminated

& well equipped, with walkways are wide and airy. The classrooms are wide and have enough

capacity to accommodate the number of students. However, some classrooms are not well

organized in terms of enough space to allow for group work and make cooperative learning more

available. Separate areas are available for recreation and entertainment activities.

The visiting team observed that the school provides appropriate and necessary resources to

implement the curriculum. Teachers are given laptops to create lesson plans, assignments,

create power point presentations, make use of online resources and access the school portal.

Classes are equipped with projectors and smart boards to enrich the learning environment.

The labs are provided with the resources that adequately support the curriculum.

The visiting team observed that some samples of students' achievements are displayed;

however some of them are neither varied nor updated at regular intervals. There is a plan for

making use of the school library where the students attend lessons in it based on a timetable.

However it has been observed that the library is not well resourced with a sufficient variety

of reading material, such as books and other resources.

4. Assessments

The school conveyed in its self-study, that it uses various assessment methods to analyze the

level of students’ skills and the success rate of the implied teaching methodologies. The self-

study also stated that various curricular and extracurricular competitions are organized to

foster critical thinking skills to plan objectives. Additionally, teachers are responsible for

varying class activities, assignments, tests, and projects which become part of tools teachers





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use as assessment to measure students’ learning, including formative and summative

assessment.

The school also expressed in its self-study that there is a strong relationship between

curriculum objectives, students’ outcomes, and teaching strategies. Teachers include in their

lesson plans learning outcomes and set t curricular goals which are examined on regular basis

in the weekly tests and also in the Term exams. PTM is a triangular face-to-face meeting

between Parents, Teachers and Students which is organized at regular intervals. It is meant

to ensure appropriate follow-up and feedback to improve students’ performance and

outcomes.

The visiting team observed that there is an assessment policy and the school is keen to

review most of the programs delivered and conduct modifications based on the actual

identified needs of students. Assessment strategies include units and lessons multiple-choice

tests, projects, debates, presentations, oral and written assessments, problem solving

assignments essays, reports, and research. Oral participation is graded in most classes.

Some teachers use appropriate assessment strategies to measure student progress toward

acquiring a specific knowledge or skill. However it was observed that these assessment

strategies were limited in other classes. Some teachers carry out informative assessments in

most of the lessons observed, however, summative assessment was rarely observed in the

majority of the classrooms which the members of the visiting visited. The members of the

visiting team observed that the school reviews examination results each term and the areas of

concern are identified and addressed.





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1. Education Plans.

2. Varied assessment strategies are used.

3. Policy of preserving resources.

4. Student assessment record.

5. Extra-curriculum activity record.

6. Daily plans, term plans and yearly plans.

7. Teachers planning files.

8. Maintenance documents.

9. Worksheets.

Based on what the school stated in the self study and its observations on its own strengths in

this standard,, and after the school visit, the team supports the strengths listed in 1-3-6-8 as

strong areas however, points 2-4-5-7-9 should be reconsidered from the side of the school

because they are observed to be in need of improvement by the visiting team.


1. Providing appropriate and necessary resources to implement the curriculum.

2. Supporting motivation, learning enjoyment in lessons Academic guidance file.

3. Student portfolios and achievements.

4. Distribution of students in the groups according to their Levels.

5. Tours and visit to laps and learning centers.

6. Academic guidance files.





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7. Application of students’ learning and effective use of their knowledge.

8. Provision of appropriate resources to implement the curriculum.

The visiting team supports the school’s identified areas of growth correlated to this standard

in addition to other areas by the visiting team that the school should consider as well as

listed in Chapter 5 of this report.





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STANDARD 3: DEVELOPMENT AND CARE FOR LEARNERS

1. Students' Academic Achievement

The school states that it has an organized admissions policy which helps to evaluate the

academic standards of students at the time of admission. An admission test corresponds to

the student age, mental development and level of intellect. This area needs some further

improvement to use the results of admission tests in designing different teaching options for

different levels of the students in the same class.

The school also conveys that teachers use various ways of assessments to identify students’

levels, knowledge, and skills. Formative assessments are used to monitor student learning

and to provide ongoing feedback that is used by instructors. The school examination calendar

consists of two Mid Term Exams and two Term Exams, which provide teachers information

on assessing the academic learning at the end of a specified period. Formal results are

communicated four times in an academic year to parents and the students.

The school states that students are involved in different work projects to improve their

advanced thinking.

The detailed analysis of the results and the student’s performance over a span of time on

internal and external exams shows gradual improvement over the period of time.

Internal and external results are analyzed and weak areas are identified and the management

plans with the teaching faculty in order to rectify and adjust teaching strategies for the

different levels in the school. Formalization of changes in the curriculum is based on the

outcomes of the evaluations.





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The visiting team confirms that students are evaluated when they jointhe school to identify

their academic level

The school has a detailed and comprehensive assessment policy The school examination

cycle consists of two mid-term exams and two end term exams, and teachers assess student

performance regularly through class tests, home assignment, quizzes, worksheets, oral tests,

and end of unit tests which provide an opportunity for teachers to monitor student learning.

The worksheets, written tests and curriculum exercises include higher-order thinking skills

which challenge and develop students’ skills.

Teachers use regular tools of assessment, including quizzes, tests, assignments, discussions,

mid-term and end term exams to measure learning outcomes and monitor students

achievement and by test results from external standardized tests from grade 9 to grade 12.

The exam department analyzes students’ results in all subjects and compares them with

previous ones to measure progress and provide organized testing data with grading systems

after analyzing assessments results for the school academic management and all teachers.

Teachers often revise their plans based on test data and student performance. These data have

been useful to teachers in showing the areas teachers need to modify teaching strategies. Also

teachers use the grading system to design plans for weak students.

Student performance on school assessments is reported to parents four times a year, and

monthly for senior classes. Through class observations, the visiting team observed that most





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of students have solid language and mathematics skills. Students’ results in internal exams

show high level of achievement. Also the results in most external standardized exams with

the Federal Board of Intermediate and Secondary Education, Islamabad-Pakistan and

Edexcel, London from grade 9 to grade 12 show continuous improvement. The school

utilizes the results of international tests in preparing support plans and in improving learning

in the school by providing regular Saturday classes for students from grade 9 to grade12.

However teachers need to use the evaluation results further to improve teaching methods and

taken into greater consideration in lesson planning development and activities planning, to

increase students centered learning.

2. Care for Different Categories of Students

The school expresses in the self-study that the curriculum which is adopted across grade

levels in classes caters to the needs of all, but this area needs significant improvement as

greater modified and differentiated work is needed to instil learning to mixed abilities

classes. Setting individual targets for students on the basis of their academic level is required,

so separate plans for different groups are required to be introduced.

The school clarifies that the Subject Head and Coordinator monitor the implementation of the

syllabus during the monthly subject meetings and the conduction of exams is under the direct

supervision of Vice Principal. The school observed that planning for greater differentiated

learning is needed in addition to greater monitoring across all grade levels and subject areas

The school states that continuous teachers’ sessions are conducted every month to discuss

general areas of improvement in academics and overall learning standards. Along with this,

the staffs also attend external training workshops. However the school observed that more

concerted efforts are required to train the existing and new teachers on acquiring

differentiation skills.





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The results of students with learning difficulties in external and internal examination have

shown significant improvement. At the same time, it is assessed that more concerted effort

and effective planning is to be opted to bring the desired outcomes for students with

disabilities and learning difficulties.

The school also conveyed that it has procedures to appreciate and acknowledge students,

who show excellent academic results. Along with this, students showing good behavior and

active participation in co-curricular activities are also rewarded to set an example for other

students.

This area needs some further improvement as the school aims to introduce more rewards for

to students in order to achieve its objectives of setting high learning standards among

students.

The visiting team observed that the school develops special plans for students with learning

difficulties. Analysis of the assessment results help teachers to identify low achieving

students. Teachers are expected to design a program that includes special worksheets and

assignments for these students. The school also provides optional remedial classes during the

academic year after the school day, three times weekly.

Additionally, talented and gifted students are engaged in extracurricular activities with other

students. These activities are meant to promote and develop their skills in activities such as

debates, mental math, and essay competitions. However the school needs to provide special

programs with clear objectives for talented and gifted students and greater support to students

who are deemed low achieving. The school also needs to evaluate these programs to measure

the effectiveness of these plans and programs on students’ performance.





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The visiting team observed that in most classes, that most teaching strategies are teacher-

centered lessons, and hence the visiting team supports the school’s identified growth area

toward developing teachers’ performance on acquiring and applying differentiation skills in

all subject areas.

The visiting team confirms that the school rewards students who show excellent academic

results, good behaviour, and active participation in co-curricular activities to appreciate and

encourage them.

3. Students’ Discipline and Behavior

The school stated that it has detailed and comprehensive behavior policies, which are

consistently followed in all aspects of the school. Students are informed of these

expectations. Procedures and consequences are also in place for any violations of the school

rules. Parents are informed about any behavior issues.

Stakeholders are also made aware of the discipline policy. It is also incorporated in the

School’s Prospectus, and displayed on notice boards and published on the school website,

and emailed to parents as well.

The school states that, the behavior policy is applied to all students fairly. Moreover, an

electronic data base has been developed to record any discipline violation and behavioral

digressions, so the record is available to all stake holders.

The school identified that there is a need to develop plans for rewarding outstanding students

which will not only encourage but also become a source of motivation to improve their

academics and discipline.





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The school stated that negative behavior is treated firmly and fairly to prevent repeated

infractions. Students’ counselling sessions are also available to students to support behavior

modification when necessary. In case of extreme misconduct, a student is expelled from the

school. Mutual respect is fostered between students and there is a code of conduct for

teachers as well, while interacting with students.

The school states that students are engaged in different in class and outside activities that

promotes discipline, mutual respect, and harmony. Regular morning assemblies are

conducted; speeches and skits are presented by the students themselves in order to promote

the good discipline and high behavioral standards. Different house based co-curricular

activities are also arranged by school, which play an important role to promote positive

behavior.

The visiting team observed that the student behavior policy is in place and most regulations

are being implemented by staff in the school. Class rules are displayed in classrooms and the

behavior policy is informed to parents through the admission process.

The negative behavior is addressed in a systematic way through the discipline committee and

parents are included as necessary. Student council members are involved in monitoring and

tracking students’ behaviors.

In spite of the different nationalities and cultures of students, it was observed during break

time and through lesson observation the mutual respect among students that exists, and that

students behave in a positive way most of the school day time, However the visiting team

was told in students’ meeting that some teachers deal roughly with some students, which was





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also seen by the visiting team. As a result this affects the respect relation between students

and teachers.

Rewards are used frequently to reinforce good behavior and effort. This comes in many

forms including: verbal praise, letters to parents, recognition in assemblies, certificates,

prizes, and the end of year Awards Ceremony.

4. Student Connectedness

The school stated that orientation programs and guided tours, career guidance, and personal

planning activities are arranged in different sessions. Different universities are invited to

come to the school and offer introduction to the senior students regarding the choice of

career. However the school clarified that this area needs some further improvement, as the

school aims to develop a more effective strategy where a formal career guidance and

academic counseling can be provided to students.

The school states that co-curricular activities are on high priority. Various clubs are active

school wide attracting students of various abilities, talents, and interests

The school offers good facilities of indoor sporting activities but lacks a playground due to

non-availability of land.

The school clarifies that the available programs support confidence building and self-esteem

amongst students. In addition, science based projects help students to exhibit talent/ skills

and creativity.





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The school states that each student is provided with an open opportunity to discuss his

academic and other issues with the class teachers and with management as well. Evening

coaching classes are offered to students if there is a need to focus on specific subject areas, as

personalized attention is offered in these sessions. Special classes are offered on Saturdays, at

free cost to students to support pursuit of their academic goals. Records for extra classes are

available in the Coordinator office.

The school aims to encourage students’ participation in different activities which are held at

school. Students’ council has been formulated to ensure students’ involvement in various

school events and extracurricular activities. Students’ support has been availed in

maintaining discipline by arranging different activities such as science and environment

related projects, recreational trips, Sports Day, Qatar National Day and Pakistan Day. BFPIS

has an active students’ council that represents the student body.

The visiting team confirms that the school designs a yearly extra-curricular activities plan.

The plan includes a variety of activities and programs such as inter house sport competitions,

inter-school environmental project, essay writing competition, and painting activities. The

school facilities and resources support the implementation of t most extracurricular activities.

The visiting team commends the school effort towards providing extra playground for

outdoor sporting activities.

The visiting team confirms that the school designs special activities to promote personal

growth and confidence building activities, such as sports competitions, moral sermons which

are delivered by students in the morning assembly, in addition to programs that support

student learning and character development such as mental math competitions, debates

activities, class discussions, and science projects.





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These provide students with valuable opportunities for personal development, for showing

initiative, taking responsibility, and promoting positive behavior, self-esteem and personal

growth.

The school promotes an ‘open door policy’ towards student counseling and professional

career counselors from the universities are invited for career counseling of students.

The school evaluates student involvement, interest and perception by regularly talking to

students; however the school needs to evaluate these programs in systematic ways. It was

observed during the meeting with students and the student council, that the students need

more extra-curricular activities for more numbers of students.


1. Students’ results in international tests show continuous improvement.

2. The school uses evaluation processes regularly to make decisions and develop strategies to

improve students’ learning.

3. The school uses evaluation results to improve teaching methods and meet teachers needs.

4. The school regularly analyses data to evaluate students progress and make informed

decisions related to continuous improvement

5. The student has detailed and comprehensive and behavior policies.

6. The students’ behavior policy is clear and well known to students, parents and staff.

7. The school applies the behavior policy to all students fairly and all times.

8. Students’ negative behavior is treated firmly and fairly to prevent such repeated infraction

of behavior.

9. There is mutual respect between students and teachers and teachers are good role models for

students.





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10. School has in place strategies to nurture self-esteem, confidence, personal growth and

character development.

11. School regularly evaluates the level of student involvement in various school events and

extracurricular activities and student use of support services available to students

12. Student perception of school, events, and support services are generally positive and school

regularly gauges students for their perception of the school and its events

The visiting team supports most of the school’s strength areas; meanwhile there are good efforts in

the points' numbers 2,3,9,11,12 but not as outstanding to be strengths.


1. Introduction of a system to use the evaluation result in differentiation of instruction catered

to all students

2. Development of assessment tool for teacher’s use to identify students' level and skills.

3. Devising ways to facilitate advanced thinking skills for students.

4. Achieve clear and continuous improvement in all subjects over consecutive time spam.

5. Development of positive procedure to report behavior.

6. Develop differentiated plan and programs for each group.

7. Execution and follow up plans to improve students’ performance.

8. Develop plans to improve teachers’ differentiations skills.

9. Design program for students with disabilities and learning difficulties.

10. Develop layout plan for improvement in student’s reward system.

11. Introduction of rewards and incentives for good behavior.

12. Develop activities and programs to promote positive behavior and dealing with negative

behavior





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13. Formulate documentation system for positive student behavior.

14. Develop effective support systems to help students in need of intervention, referral and for

students in general towards career and personal guidance

15. Introduce additional support services in school including extracurricular activities, support

for students with special needs, that support learning

16. Provision of personalized support for students to support their achievement of curricular

goals.

The visiting team supports the above areas of growth, and recommends more areas of growth in

chapter five of this report.





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STANDARD 4: RESOURCES MANAGEMENT

1. Oversight and Staff Distribution

The school expressed in its self-study, that it has a recruitment policy that enables its Human

Resources, and Academic Council to keep in view the needs of the time regarding academic

growth in the school, and to avoid unnecessary recruitments or to cater the shortage of

teaching staff.

The school also mentions that its classes are assigned according to teachers’ basic

qualification and proficiency levels

The school also stated that it has a salary increments policy, motivation processes, and

allowance policy of which staff is given additional allowances according to the number of

additional tasks assigned to them. The school added that it has developed a proper appraisal

policy as the staff is appraised by 360 degree appraisal method in order to evaluate and

develop efficiency of school staff.

The school states that it has recruited teachers according to the number of students. However,

as the schools mentions it needs to hire assistant /support teachers in junior classes to provide

extra support to young learners as one of the growth targets.

The school states that it has clear leave rules and policies and the rules are strictly followed

in this regard and there are Manual and Computerized Records in possession of every

member of the staff duly issued by the management. Moreover, the school declares that

substitute teachers are arranged from the same department to reduce the academic loss to

students and the burden from the teachers of other departments if such a situation arises.





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The visiting team confirms that the school has a clear staff recruiting policy based on

qualification and skills. In reviewing of school documents, the visiting team found that most

teachers are well- qualified with a master’s degree that was reflected in teachers’

performance and student learning. The school has a committee of subject coordinators, head

of departments, the academic career counselor, the vice principal and the principal to

evaluate the school staff efficiency and provide individual feedback to seek performance

improvement.

It was found that the teacher/student portion is balanced however; there is a need for

providing assistant teachers in the KG stage.

2. Preparation and Staff Professional Development

The school states that it follows a term wise professional training program in which senior

faculty members, school leaders, and external trainers deliver training lectures. Staff

members of the school attend these training sessions in order to enhance their pedagogical

skills. Moreover, along with internal training, the teachers are sent to different training

sessions arranged by the Supreme Education Council, Edexcel, British Council, and other

related agencies as the school declares.

The school also states that it provides induction and on the job training sessions to the new

teachers in the school, and that new teachers are given brief descriptions of the school

policies, rules, and procedures by either the subject head, coordinator, and vice principal. The

school also acknowledges that it also prepares an orientation package for new teachers

guiding them on how to use new technology in class rooms and the school system, and

enables them to gain quick familiarity with the school and its academic process. The school

expressed that it measures the impact of professional development on the academics and their





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respective results using Teachers’ evaluation forms, different follow ups, courses, and

attendance records.

It was clear to the visiting team through staff interviews and reviewing school documents,

that the school has an internal professional development plan in addition to some external

training programs in cooperation with the Supreme Education Council, Edexcel, and British

Council, for a limited number of staff.

The school brings new staff to the school culture by an orientation package that includes;

teachers circular, teacher’s responsibilities, school official forms, and the support provided

from coordinator and heads of departments. It was clear that this orientation program was

well reflected on their performance.

It was also evidenced that teachers are followed up by the principal, the vice principal, and

academic career counselor through formal and non-formal observations to measure the

impact of professional development on their performance. It was observed through class

visits and meetings with teaching staff that most senior classes’ teachers have benefited from

PD session concerning classroom management. However, they still need further professional

development sessions on differentiation and summative assessment.

3. Infrastructure, Equipment, Materials’ Resources Management and Distribution

The school states that its courtyards are being used to offer different sporting activities. The

school also has smart and Interactive Boards in each classroom, science and computer labs, a

school gym, basketball court, out -door play area for juniors, and Intranet and internet are

also available. There are four computer labs available which have 78 computer system





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connected with supervised internet connectivity. The school also has two examination halls,

a conference hall, library, a language center, and new computer labs.

However, the school confirms its struggles due to the absence of a proper playground. The

school also needs to develop a pick up and drop off area for students to ensure their safety,

but is currently limited due to financial restraints. Moreover the E-book facilities in the

school are available for students and teachers references as the school states.

The school has in place safety and security policies. Water sprinklers, fire blankets, fire

extinguishers and all other necessary tools are in place. CC TV cameras have been installed

in classes and corridors to ensure the safety of students and their belongings. Emergency

signs have been indicated and collection points. Also the school mentions that regular

maintaining and inspection records are kept.

The school confirms that it has an emergency room for students’ health care. It organizes

health care programs in order to improve hygienic needs of students. The school’s health care

unit provides medical records of students with chronic ailments for reference as the school

confirms.

The school mentions that it needs further improvements as it needs to provide licenses to the

doctor or nurse, and to keep computerized medical data and updating data on a regular basis.

During the visit and tour around the school, the school was observed to have well-furnished

classrooms provided with appropriate education resources and teachers computers. However,

the ICT laboratories are not equipped with the suitable number of computers and furniture

compared to the number of students. However, the art room is still in need for more facilities.





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The sport facilities include three shaded playground areas. The school provided a gymnastics

hall equipped with all the facilities and tools which has an effective impact on students’

behavior and improving their skills. It was found out through meetings with teachers and

students and direct observation that the library needs to be improved by providing sufficient

number of updated resources and paying attention to the resources in Arabic.

It is also observed that the school maintenance is in place in most of the school areas. The

school has a special technician for computers and technology tools, and contracts with

maintenance. The visiting team found in reviewing of the school’s documents, that the school

has not trained students and staff on evacuation procedures, and has distributed the fire

extinguishers around the school which includes the located assembly points, emergency exits

in the school.

The school does have a nurse who is not licensed, who takes care of the health aspects during

the school day. However, it has assigned the role to a teacher who does not have a license

from the Supreme Health Council, in addition to her classes. The clinic is well equipped and

the required medicines are available.


1. Regular basis updated staff files will help to keep proper track of records of available staff

in school.

2. Properly developed recruitment policy always helps to recruit qualified staff according to

existing vacancies.

3. School uses 360 Degree Appraisal method for evaluation of teachers, which provides

individual feedback to seek improvement in their performance.

4. Proper numbers of teachers are available according to the existing students’ number.





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5. Proper follow up and coverage lessons are available in case of teacher absence which ensure

students’ are learning process is not disturbs due to teacher absence.

6. Regular training lessons improve quality of the teachers and quality of teaching methods

and it help to improve results of students.

7. Proper training sessions are available in order to trained new staff and this will help new

staff to properly adjust to existing system in school.

8. Follow up records and professional developments training records help to evaluate the

teacher’s affectivity.

9. Available facilities in the school premises are in high standard and help to meet students’

educational needs and wants.

10. Fully equipped class room with interactive smart boards, Library with latest technology,

Computer labs with internet facilities, fully facilitated science labs help to meet learning

need of students ‘while having three outdoor play areas and fully equipped gym with latest

electronic play items help to spend students’ leisure time more effective way.

11. Regular maintenances of buildings, furniture and cleaning have arranged pleasant

environment for students in the school.

12. Fully equipped library allow students to gather knowledge using latest technology and help

to increase reading habit among students while getting experience in lending book facility.

13. Safety equipments are well maintained and placed in appropriate places and sign boards are

placed to guide the proper directions.

14. Health care unit in school functioning properly with available doctor.

The visiting team confirmed points (1-2- 3-5 and 10) as areas of strengths but does support the

other points as shown in the report, and will be shown in chapter 5.





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1. Designing of promotion and motivation policy for the staff.

2. Hiring of assistant /support teachers in junior classes to provide extra support to young

learners is one of the growth targets which the management has at its hand.

3. Development of Teacher’s Portfolio.

4. Developing procedures for recording building maintenance.

5. Introduction of book lending system in the library.

6. Developing fire drill practices and maintenance records of safety equipments.

7. Establishing regular playground for school.

8. Hiring of licensed doctor / nurse at medical room.

9. Developing computerized medical data for each student.

The visiting team supports the above areas of growth, and has added more areas of growth in

Chapter 5 of this report.





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STANDARD 5: PARENTAL AND COMMUNITY PARTNERSHIPS

1. Parental Involvement and Communication:

The school states that it has an organized communication system with parents to assure that all

future schemes, upcoming plans, and schedules of school are communicated to parents timely

through e-circulars, face to face interaction, Parents’ Council, Board of Trustees, annual open

houses, newsletter, school website, annual open houses and regular Parents – Teachers Meetings,

and phone calls.

The school conveyed that it holds regular parents-teachers conferences which are organized to

provide a platform to parents familiarizing themselves with the progress of their child. Through

these meetings, parents’ feedback is encouraged and kept in records for remedial strategies.

The school added that its mission and objectives were made as component parts in some issues of

newsletters and updated on the school website. To assure that all parents are familiar with the

mission and objectives, the school tried different means like, by printing it on school books and

notebooks, making it an integral part of all school circulars, displaying banners, and stand ups in

the school, etc.

The school states that it organizes a number of activities and programs to involve parents as much

as they can in order to coordinate their efforts with school community. A number of activities are

organized throughout the year such as sports day, annual result day, etc. Orientation sessions are

also arranged to foster better cooperation and understanding amongst parents highlighting the

significance of Pakistan and UK stream of studies.

It was clear to the visiting team that the school communicates with parents using different means

of communication such as emails, circulars, paper invitations, the interactive website, and the

students’ diaries. The school holds four annual regular meetings with parents regarding the

academic aspects of their children to discuss their academic reports and the visiting team was





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assured that the school encourages parents to follow up the academic levels of their students

which positively increased students’ high performance. Moreover, the school organizes

orientation sessions for parents to give both the students and parents the chance to compare and

contrast between the British and the Pakistani curriculum and the advantages of studying each of

them as the school provides both of them.

It was clear to the visiting team that although the school held orientation sessions for parents to

introduce its mission, objectives and policies, parents are still in need to increase their awareness

concerning school’s mission. Moreover, new parents are notified about the school policies and

regulations upon registering their students.

On the other hand, the visiting team observed that although the school has a specific plan for

organizing special activities to increase parents’ involvement, parents’ partnership may be

enhanced, and needs extra efforts. In addition, after reviewing of the school documents, the

visiting team observed that parents’ involvement in the school activities was limited and

recommends the need to provide more activities to encourage parents to participate in different

activities.

The visiting team agrees with the school concerning providing the chances for parents to present

their opinions, and the school’s response to parents complaints, but the school is still in need to

overcome some complaints especially those related to teachers’ turnover.

2. School Community Relations:

The school states it encourages its students and staff to take part in events which may foster

school community partnerships.

The school confirms that its members participate in academic and sports, various activities and

celebrations in the country, such as national day celebrations and Quran competition and Traffic





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Week, Diabetes Walk, School Olympics Program, Anti Doping Campaign, Scouts and Girls

Guides Jamborees and other events. Also, it encourages students to take part in various athletic

events organized by schools and other Olympic organizations.

The school has some activities to communicate with the local institutions mentioned in its

calendar besides the immediate participation with different academic and sports competitions in

the local community.

Similarly, the school organizes orientation sessions for parents to acknowledge them with the

opportunities of taking one of the school curriculums.

The visiting team observed that there should be clear strategies to communicate with various

organizations although some events with the local community are in place and mentioned in the

school calendar. The school has close communication with universities such as Weil Cornell in

order to organize introductory meetings for students. The school also follows the British

curriculum and has a close relation with Edexcel London University. On the other hand, the

school partnership with other schools to exchange experience needs extra effort. Communication

with staff in other schools is still limited and needs to be more active.

The visiting team has recognized that the school communicates with local communities and

participates in some activities held by various state organizations such as the Quran competition,

School Olympic Day, as well as other celebrations such as the National Day of Qatar. Hence, the

school needs to encourage various community organizations to support the school in achieving its

educational goals. Companies and organizations’ attending and sponsoring the school activities

will serve and support it to achieve its educational goals.





52


1. Regular communication with parents in different ways.

2. The school organizes activities and programs to promote parental participation in school

life.

3. The school responds quickly to parents complaints.

4. The school encourages parents to follow up on their children academic levels.

5. Parents participate in the different school activities and events.

6. Parents’ satisfaction on school efficiency and competency are overall positive.

7. The school has an effective strategy to encourage community involvement.

8. The school promotes local community activities.

9. There is an effective communication between school staff and community institutions.

The visiting team agrees with the school that points 1 and 4 are strength areas, while other points

are considered as areas of growth, and are in need of being included in the school’s action plan.


1. Increased communication of school’s mission, policies and objectives with parents.

2. The school provides opportunities for parents to discuss their opinions and suggestions

before making any important decisions.

3. Community institutions support the school in achieving the educational objectives.

The visiting team supports the above mentioned areas of growth, and recommends more areas of

growth in chapter 5 of this report.





53

P a

g e

Chapter 4: The Action Plan

The school action plan has addressed the growth areas that were mentioned in chapter three after

the analyzing of the main five standards. Most of the growth areas are addressed in the plan and it

contains specific strategies that designed to ensure accomplishment of each part of action plan and

to improve the finding growth areas.

The school identified the personnel responsible and the suitable resources for the implementation

of the strategies and the timeline is mentioned to assess the progress of each task. The school has

a system to follow-up the action plan procedures that leads to achieve most of the goals set by the

school itself. Most of school stakeholders share the responsibility of implementation and follows

up process.

It was also observed that the action plan is attainable and realistic, and the school has a healthy

financial situation as revealed in its latest audited financial statement. The positive financial

position supports the school towards implementing most of the action plan strategies by providing

sufficient resources.

The school has already started implementing most of the action plan tasks within the expected

timeline and still it is following up the achievement of the other tasks of its action plan.

The action plan has been updated three times; in September, October and December 2014,

however the school needs to modify it to consider the visiting team recommendations in Chapter

Five by suitable procedures to improve some areas such as differentiated instruction and

supporting programs for different categories of students.





54

ACTION AREA I: EDUCATIONAL LEADERSHIP

Growth Area Strategies Personnel

Responsible Resources Timeline

Means To

Assess

Improvement

Means To

Report

Radiation and

Promotion the

school mission,

objectives and

its values to

the students,

staff, parents

and

community by

the school

management.

Strategic and

executive

plan to

achieve

objectives

need to be

developed

BOD, and

Principal

Assessing the

Term

Results,

Annual board

Results,

Detail of

students

going to

different

Universities.

June

2015

Flexible Syllabi

for each

Academic year

to achieve

maximum

objectives

Stakeholders

involvement in

developing the

strategic

objectives,

which realizes

the school

mission and

vision

Forming

parents and

stake holders

committee,

BOT

Principal

and vice

Principals

Questionnair

e and

surveys for

parents and

BOT

June

2015

Feedback from

parents,

Attendance of

BOT, Survey

feedback

Minutes of

Board of

Trustees

meeting

Attainability

and reality of

school

objectives

within school

capacity –both

with human

and financial

resources

Setting

priorities

plans Staff,

BOT,

academic

council, HOD

meetings,

evaluation of

mission and

objectives

Principal,

Vice

Principal,

Wing

coordinators

and HODS

Planning of

syllabus for

academic

session,

Weekly

planners,

Planning of

Co curricular

activities

Dec

2014





55

P a

g e



Means To

Assess

Improvement

Means To

Report

Creating

positive

impact of

vision and

objectives on

student

behavior and

its attainment.

KPI’s for

school needs

to be

developed

Wing

coordinators

, Discipline

Committee

Records of

Students'

behaviour

Sep 2015 Counseling and

guidance

departments

Impact of

school mission,

vision and

objectives

which are

reflected

through

teaching

quality and

teacher’s

dedication.

Teachers'

Training

programs,

Using

modern

Teaching

Resources

Principal,

Vice

Principal

External

Resource

persons for

seminars

Follow up by

principal,

Vice Principal

and Wing

Coordinators

Clear

strategic,

executive plan

which lead to

the

achievement

of school

objectives

Strategic and

executive

plan to

achieve

objectives

need to be

developed

BOD and

Principal

N/A Sep2015

Setting

priorities to

execute

effectively and

achieve its

mission

Setting

priorities

plans Staff,

BOT,

academic

council, HOD

meetings,

evaluation of

mission and

objectives

Principal,

Vice

Principal,

Wing

coordinators

and HODS

N/A Dec

2014

Minutes of

meetings





56



Means To

Assess

Improvement

Means To

Report

Follows up

and evaluation

of the

programs,

plans and

projects

through KPI’s

KPI’s for

school needs

to be

developed

Wing

coordinator

Plans and

projects.

Follow up

forms.

Student’s

portfolios.

Mechanism

of follow up

and

evaluation of

plans and

programs

Sep 2015





57

P a

g e

ACTION AREA II: EDUCATIONAL PERFORMANCE AND LEARNING ENVIRONMENT



Means To

Assess

Improvement

Means To

Report

Providing

appropriate

and

necessary

resources to

implement

the

curriculum.

Introducing

more

interactive

teaching

exercises,

Increasing

students –

teachers

contact hours

Vice

Principals

Internet

Provision in

classrooms

Activity

Books

May2015 Academic

Plans

Seminars

Presentations

Home

assignments

Term Wise

performance

reports

Supporting

motivation,

Learning and

enjoyment in

the lessons

Introducing

students

rewards

Appointments

Vice

Principal

Subject

Heads

Quizzes,

Interactive

exercises,

Creative

work

May, 2015 Teachers

Lesson

Plans,

Yearly

syllabus

Term

syllabus

break down,

Weekly

dairies

Student

portfolios

and

achievements

Keeping a

details record

of students to

group them

and then form

academic plans

according to

their needs

Exam Cell

Secretary

Coordinators

Students

File

Evaluation

Results

March,

2015

Collection of

students data

Class

teachers

records

Distribution

of students in

the groups

according to

their levels

Use evaluation

results to

differentiate

students

Exam Cell

Academic

Advisor

Students

Results

Differentiati

on Policy

May, 2015 Academic

Meetings

Academic

Advisor time

line chart

More tours

and visit to

labs and

learning

centers

Giving more

orientation and

practical

outcome to

learning

process

Coordinators

Activity

Committee

Additional

working

hours,

Extra

finances

March,

2015

Calendar of

Events

Number of

proposed

visits

Lab time

table





58



Means To

Assess

Improvement

Means To

Report

Academic

Guidance

File

Academic

Councilor is to

be hired to

provide

academic

guidance to

students and to

deal with

universities for

their further

education

Principal Government

approvals,

Hiring

Committee

Dec, 2014 Job

Description

Office File

Data for

counseling

sessions

Application

of students’

learning and

effective use

of their

knowledge

Educational

trips

Presentation

Seminars

Exhibitions

Projects

HODs Lab

Equipment

Interactive

Boards

Study trips

March

2015

Students’

Participation

Record

Students’

Projects

Awards in

competitions

Provision of

appropriate

and

necessary

resources to

implement

the

curriculum.

Introducing

more

interactive

teaching

exercises,

Increasing

students –

teachers

contact hours,

Vice

Principals

School

budget,

Latest IT

facilities,

Activity

Books

Sep 2015 Academic

Plans

Seminars

Presentations

Home

assignments

Term Wise

performance

reports





59

P a

g e

ACTION AREA III: DEVELOPMENT AND CARE FOR LEARNERS



Means To

Assess

Improvement

Means To

Report

Introduction of

a system to use

the evaluation

result in

differentiation

of instruction

catered to all

students

Introducing

1.Diffrentiati

on policy

2 Grading

scale in each

subject

3.Problem

solving

method

4.Home

Assignment

Teachers

Class

coordinators

HOD,S

1.Diffrentitate

d lesson plans

2.Activity

Books

3. Separate

home

assignments

May,

2015

1.Lesson Plans

2.Seminar

3.Presentation

4.Evaluations

Term wise

performanc

e reports

Development of

assessment tools

for teacher’s

use to identify

students level

and skills.

Home

assignments,

Workbooks,

IT based

projects

Academic

Committee,

Coordinator

HODS

IT

Department

Computer labs,

Printing

materials,

May,

2015

Quizzes

Term wise

lesson plans

Monitoring

proforma,

Evaluation

reports

Devising ways

to facilitate

advanced

thinking skills

for students.

Ensuring

creativity by

making it

integral part

of

curriculum.

Mental Math

Puzzle and

activity based

exercises

HODs

Subject

Teachers

Internet

facility,

Library

May,

2015

Yearly

planning

Time line

chart for

activities

Achieving clear

and continuous

improvement in

all subjects over

consecutive

time spam.

Revision

programs

Crash courses

Additional

support

classes

Coord

Exam Cell

Subject

teachers

Additional

teaching hours,

Teachers

reference

books,

Revision

guides

Sep,

2015

HODs

meetings,

Coordination

Meetings

Syllabus

coverage

report





60



Means To

Assess

Improvement

Means To

Report

Development of

positive

procedure to

report behavior.

Develop

norms to

determine

positive

behaviors.

Reward

system,

Develop

records for

positive

beahviour

Discipline

Committee

Class

Teachers

Point system

Rewards

Data storage

system for

positive

improvements

Dec,

2014

Fortnightly

performa,

Discipline

Committee

Meetings

Develop

differentiated

plan and

programs for

each group.

1.Orientation

Sessions

2.Training

Workshops

Vice

principal

HODS

Resources

from across the

section

May

2015

1.Acadamic

plans

2.Presentations

Term wise

performanc

e reports of

teachers and

students.

Execution and

follow up plans

to improve

students’

performance.

Develop

students’

regular

assessment

data,

Define

performance

indicators

Exam Cell,

Academic

Advisor

Worksheet

Differentiated

lesson plans,

Additional

academic

support,

May,

2015

Departmental

meetings,

Follow up

performa

Term wise

academic

plans

Develop plans

to improve

teachers’

differentiations

skills.

Teachers

training,

Orientation

workshops

Academic

Advisor

Funds for

trainings,

Specific

training plans,

IT Equipments

May,

2015

Training

Schedules,

Presentations,

Follow up

of training

schedule

Design program

for students

with disabilities

and learning

difficulties

Identifying

students with

special needs

and learning

disabilities,

Special

syllabus

designing

Coordinator

, HOD

Resources

from across the

academic

department

May,

2015

Analysis of

student’s

results,

Term wise

progress

report





61

P a

g e



Means To

Assess

Improvement

Means To

Report

Improvement in

student’s

reward system.

Describing

positive

beahviour

legends,

Setting

minimum

standard of

quality work

by the

students

Internal and

External

results

rewarding

system

Academic

Council

Additional

funds,

Point Scoring

system,

Certificates,

March,

2015

Allocation of

budget,

Approvals

from BOD

Printing

material

Academic

council

meetings

Introduction of

rewards and

incentives for

good behaviour.

Setting

benchmarks

for good

behaviour,

Introducing

point system

for excellent

beahviour,

Appreciation

and

incentives for

good

behaviour

Discipline

Committee

1Additional

funds

Certificates

Sashes

May

2015

1.Behavioural

performa

Point System

for students

Term wise

reports

Development of

activities and

programs to

promote

positive

behaviour and

dealing with

negative

behavior.

Arrange

group and

individual

counseling,

Lectures and

seminars,

House based

activities

House

Masters &

Mistresses

Activity

periods,

House based

competitions

Sep,

2014

House

appointments

Time line

chart for

activities





62



Means To

Assess

Improvement

Means To

Report

Formulate

documentation

system for

positive student

behavior.

To record

positive and

appreciable

attitude and

aspects of

students in

formal

manner

Discipline

committee

IT based portal

on school

management

system

Feb,

2015

Design for IT

portal,

Point

scoring

system on

good

behaviour

Development of

effective

support systems

for career and

personal

guidance

Appointment

of Career

Counselor,

IT based

Career

assessment

program,

Schedule of

delegations

from leading

universities.

Principal,

Academic

Advisor

Lectures and

presentations,

IT based career

assessment

software,

Dec,

2014

IT software

development,

Recruitment

procedures of

Academic

Counselor

Career

counseling

activity

chart,

Schedule of

visit to

different

universities

Provision of

personalized

support for

students for

achievement of

curricular

goals.

Identification

of weaker

students,

Specialized

plans,

Additional

time to

overcome

academic

issues

HOD

Subject

Teachers

Guide books,

Helping

material and

worksheets

Sep,

2015

Academic

plans

Coordinatio

n meetings





63

P a

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ACTION AREA IV: RESOURCE MANAGEMENT

Growth

Area Strategies

Personnel


Means To

Assess

Improvement

Means To

Report

Designing

promotion

and

motivation

policy for

staff

Introducing

appreciation

letters,

certifications,

awards.

Cash Bonuses,

BOD

Academic

Council

Evaluation

reports,

personal files,

Different

activities and

records

Students

questionnaire

s

Dec,

2014

Internal and

External

results o the

students

Extra

curricular

activities

Teachers

interviews

Monthly

evaluation,

Annual

Appraisals

Hiring

assistant /

support

teachers

for Junior

Classes

Acquiring new

visas for teachers,

Increasing school

revenues to pay

for additional

staff,

Introduce

internees

BOD,

Recruitment

Committee

Volunteer

students who

pass out from

the school,

Training

teachers ,

Teacher hired

on temporary

basis

Sep,2015 Academic

Trainings,

Annual

Budget

Number of

Students in

junior classes

Staff

strength,

Recruitment

Committee

Follow ups,

Annual

Workforce

Planning

Developin

g teacher

portfolio

Introducing

computerized

system to update

the records then

and there as

needed,

Introducing direct

involvement by

teachers to update

information

through electronic

data collection

system

Vice

Principal, IT

In charge,

PRO

School

Management

System

Dec,

2014015

Online data

collecting

system

Teacher data

base

Computer

training

Teacher’s

Data Report

on quarterly

basis





64

Growth

Area Strategies

Personnel


Means To

Assess

Improvement

Means To

Report

Developing

procedures

for building

maintenanc

e records

Introducing

electronic and

manual forms to

maintain good and

standard building

environment, and

atmosphere,

Replacing the old

equipments with

the new one

Admin

Office

Equipments

purchasing

records for

cleaning and

maintenance,

Local area

network

system

Man power

Dec,

2014

Development

of data forms,

Inspection

schedules

Term wise

maintenance

reports

Introductio

n of books

lending

system

from

library

Improvement in

students’, reading

habit through

lending books

from library,

Introducing online

system in lending/

borrowing books,

Story Telling

Competitions,

Book Reading

Weeks

Librarian

English

Department

Local area

network

Manual

record

maintenance

register

Variety of

books

available in

library

May

2015

Reading plans

Assignments

Rewarding

system

Weekly

Plans for

Library,

Number of

books

borrowed by

a student on

average

Developing

fire drill

practices

and

maintenanc

e records of

safety

equipments

Identifying

personnel’s

responsible for

Safety and

Security, Fire

Drills,

Safety Equipment

Checks,

Developing

maintenance

records

Admin, PRO,

Coordinators

Fire alarm

system

Sprinkle

water system

Guided sign

boards

Assembly

point

Safety

equipments

maintenance

forms

Dec,

2014

Training staff

and students

for facing any

emergency

Term wise

Fire drill

practice

Monthly

maintenance

report





65

P a

g e

Growth

Area Strategies

Personnel


Means To

Assess

Improvement

Means To

Report

Establishin

g regular

play

ground for

the students

Acquiring

additional land,

Generating

additional

revenues

BOD,

Principal

School

revenues

Expansion

plans

Dec,

2015

Progress of

land request

with

government

authorities.

School budget

Letters sent

to

concerned

authorities/

Follow up

of Meetings

Hiring

licensed

Doctor or

Nurse and

Developin

g Medical

Data of

Students

Introduction more

efficient and

better health care

facilities for

student.

Students Health

Check in each

term

Admin

Coordinator

Necessary

primary

health care

equipments

Dec

2014

Organizing

seminars on

primary health

care,

Frequent

medical check

ups

Hiring of

the required

staff,

Plans for

medical

check-ups,





66

ACTION AREA V: SCHOOL COMMUNICATES ITS OBJECTIVES, MISSION AND

POLICIES WITH PARENTS



Means To

Access

Improvement

Means To

Report

Increased

communicati

on of

school’s

mission,

policies and

objectives

with parents.

Communicating

school’s

objectives and

policies with

parents through

multiple means

including

printed materials

(newsletter,

circulars,

agendas...etc)

electronic

communication

(Emails,

school’s official

website) and

Standing boards.

Vice

Principal,

Coordinator

s, Admin

Office

and teachers

Newsletter,

agendas,

Emails,

website

Dec,

2014

Conducting

survey

Providing

feedback to

regular

parent-

teacher

conference.

Enhancing

support of

community

institutions

in achieving

educational

objectives

progress.

Arranging more

parent-teacher

conference

participation

Staging more

Seminars,

Community

Fairs,

Enhancing

interaction with

community

through active

participation in

community

events, PTA

Meetings.

Principal,

Vice

Principal,

Activity In

charge

School News

Letter,

Calendar of

Events

Sept,

2015

Number of

events

participated

by the school,

Events

arranged at

school

involving

community

Activity

Committee

records





67

P a

g e



Means To

Access

Improvement

Means To

Report

Offering

more

Parental

involvement

in school

activities

Putting surveys

on the school

website or in the

newsletter to get

parents talking

with their

children.

Assigning

homework that

requires parents

involvement and

support

IT

department

School

Secretary

Questionnair

es in parent-

teacher

conferences

Parents

Feedback

Portal on

website

Dec,

2014

Conducting

survey

Parents

Feedback

Performas

Data on

parental

queries and

suggestions.





68

Chapter 5: Visiting Team Commendations & Recommendations

Standard 1: School Leadership

A) Commendations:

The visiting team has commended the school on the following areas:

The involvement of the school’s governing body in the school community.

The school showing commitment and work towards achievement of most of its priorities.

Utilizing the assessment results to assess students’ progress.

Positive impact of the school’s mission and vision on students’ behaviour.

B) Recommendations:

The visiting team has recommended the school to consider the following areas in their

action plan:

Professional development should be strengthened school wide specifically in the areas of

differentiation.

Taking necessary action to ensure that it is providing a safe and healthy environment.

Developing greater procedures to measure the success in applying the mission, vision, and

objectives.




Bright Future Pakistani International School 69

Standard 2: Educational Performance & Learning Environment

A) Commendations:


Teachers are well qualified and knowledgeable of the subjects they teach.

Teaching motivates students' participation during the lessons.

Students can apply what they have learned and use their knowledge and skills actively.

The follow up of the students' work and the right feedback.

B) Recommendations:


action plan:

Using varied teaching methods and making the lessons more student-centered.

Using summative assessment in teaching.

Considering differentiation in the lesson plans and in teaching.

Implementing the plan of the extra-curricular activities that support learning more

effectively.





Standard 3: Development and Care for Learners

A) Commendations:


The assessment processes enable teachers to identify students’ levels, knowledge, and skills.

Students’ positive attitude and commitment to school behavior policy and regulations have a

positive impact on their learning.

The school provides programs that promote self- esteem, personal growth, and confidence.

Students’ results in internal and external exams show continuous improvement.

B) Recommendations:


action plan:

Utilize evaluation results to improve teaching methods in order to meet learners’

requirements.

Develop more programs that care for gifted and talented students.

Improve the evaluation and follow up procedures for students, supporting programs, and

extracurricular activates.





Standard 4: Resources Management and Distribution

A) Commendations:


Hiring good teachers with solid background and experience in teaching

Teachers are followed up, and procedures are in place so as not disturb student learning.

Providing technology in classrooms and school facilities.

Most senior classes’ teachers benefit from PD session concerning classroom management.

The school management provides a gym hall for developing the students’ skills.

B) Recommendations:


action plan:

Providing the library with more resources and materials to meet the school educational

needs.

Conducting evacuation training to school staff and students.

Providing assistant teachers for KG.

Providing a nurse for student health care.

Providing more PD sessions on differentiation and summative assessment





Standard 5: Parental and Community Partnerships

A) Commendations:


Encouraging parents to follow up students’ academic achievement.

B) Recommendations:


action plan:

Increasing parents’ participation in different school activities.

Motivating community institutions to support the school in achieving the educational

objectives.

Documents

Qatar National School Accreditation (QNSA) · VII - Yellow 29 28 1 97 School Achievements Additionally, through interviews and review school documents, the visiting team was assured