Académique Documents
Professionnel Documents
Culture Documents
Planning
A Resource for Schools in Dubai
2014-15
School name: WELLINGTON
INTERNATIONAL SCHOOL - DUBAI
awareness;
Confident, high quality teaching was supported by accurate assessments;
Curriculum quality and design were outstanding;
The school's protection and support for its students was outstanding;
Outstanding leadership and management had guided this highly effective
school to continued success.
Recommendations from our Inspection 2014
An Executive group consists of the Principal / CEO, two Vice Principals &
three Assistant Heads and one Senior Leader. This group meets weekly.
The two phases have their own Leadership Teams made up of a Vice
Principal & two Assistant Heads and three Senior Leaders.
Middle Leaders meet weekly in their phases as well as through school with
their 3 18 partners on a regular basis.
Curriculum Leaders in Secondary and Year Leaders in Primary meet
fortnightly with their line managers for Accountability meetings.
There are numerous student leadership groups across all year groups. They
operate both vertically and horizontally and cross phase.
Curriculum and Year Teams meet regularly in line with a published school
meeting cycle.
Leaders across the school support other schools through networks and
outreach work.
There are currently 179 teachers employed in GWIS. 78% of teachers come from
the UK, with the remainder coming predominantly from Ireland, NZ, Australia,
Canada and the Middle East. A high quality recruitment plan has led to the
appointment of staff with a wealth of expertise. A positive environment for
sharing outstanding practice has been established due to the wide range of
experience amongst our staff.
Over the past three years the school has raised attainment for all students and
achieved a positive three year trend in all examination results.
The School Improvement Plan - Strategic Plan for the whole organisation is
regularly reviewed.
Wellington International School is a truly International School welcoming over 85
different nationalities into our school population. WIS is a non-selective school.
Baseline testing takes place on entry.
The AEN profile of the school has increased over the last three years - the current
AEN profile across the school is 20%. Alternative support is put in place for our
Gifted and Talented students which comprise another approximate 20% of the
school population. There are 333 SEN students in the school which equates to
14%. Across the school there are 48 students / 2% accessing Wave 3 provision
which is our highest level of support.
The most significant nationalities being educated at Wellington are listed below
Nationality
British
Indian
Other Arab
Other European
Pakistan
American
%
21%
15%
12%
11%
6.5%
5%
Wellington learners have a clear understanding of, and commitment to, the
learning process. They are confident and independent learners.
We are continually developing our Wellington curriculum to ensure that our
students are stretched and challenged and encouraged to be IT literate,
confident, self-managers, risk taking and problem solving learners who contribute
to Dubai and the community as a whole. As we are an inclusive school our
students are sensitive to the needs of others.
To meet the needs of our more able learners, a number of students are fast
tracked at Key Stage 4 particularly in Maths and Science. Lower attaining
learners have personalised programmes to support their needs and progress.
B - Does the school have any distinctive aims or special features?
Our school aims are to provide a high quality learning experience to all of our
students without discrimination of race, culture, gender or ability. Our school
actively promotes, encourages and celebrates a respect for the beliefs, culture
and language of the UAE.
In Foundation Stage we follow the EYFS curriculum, ensuring an appropriate
balance between teaching and play to ensure each individual is prepared for
future learning and healthy development. In Key Stage 1 - 3 our school
Curriculum is based on the English National Curriculum with adaptations to
contextualise learning within our international setting and promote skills
development through cross curricular teaching and our learner profile.
Alongside the National Curriculum [NC], GWIS delivers the Ministry of Educations
curriculum for Islamic Education and Arabic Studies and is compliant.
At Key Stage 4 we offer GCSEs and IGCSEs, selecting the most appropriate
syllabus for our students. Emphasis is put on ensuring that the syllabi taught at
KS4 best prepare our students for the demands and rigor of the IB DP at KS5.
From 2012 and to further meet the learning needs of students, Level 2 BTECs
were introduced.
Our Post 16 students study the IB Diploma and IB Certificate programmes. The IB
programme is in its fifth cohort. An IB co-ordinator leads on the development of
the IB Programme. The move away from A Level examinations was in direct
response to our International cohort and the global nature and differentiated
levels of courses provided by the IB qualification.
The WIS Learner Profile was created in December 2009 by the Learning Group
both staff and students, which amalgamates a variety of teaching strategies and
learning concepts Learning2Learn, Building Learning Power and the IB Learner
Profile. This forms our school aims and learning policy. The Learner Profile is on its
journey to becoming totally embedded and there are clear examples of how
Curriculum and Year Groups are working to encourage students to become more
responsible for their own learning. This links directly to the philosophy of the IB
programme and ensures that all staff focus much more on students taking
responsibility for their own learning.
Our parent body are highly motivated and engaged with their childrens
learning. The school provides ongoing and regular opportunities to engage
ISLAMIC EDUCATION
Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
N/A
Good
Acceptable
Acceptable
Good
N/A
Good
Good
Good
Good
Good
Attainment
Continuation of the development work with the National
Curriculum levels that are used to track students progress alongside the MoE
grading system. These levels have been moderated at the Dubai Islamic
Education Network meetings. Data Capture, Learning Conversations, Observations,
Evidence sources:
Our Reflection:
50% +
80% +
Total (90)
100%
19%
50% +
100%
80% +
25%
In the Primary phase all students consistently meet the expected curriculum
standards for their year groups (50% or above).
There is a trend of students showing accelerated higher level standards ( A and
A*) going from Key stage 1 to 2 as a result of developing students maturity and
capacity for learning. 60% of students achieved MOE B grading (70-80%) which is
above the MOE expectations and this indicates a grading of GOOD.
Internal Observations by senior staff indicated that the teaching in Phase 2 was
consistently Good and in some cases Outstanding in the May 2013 and during
the Autumn term 2014.
A new levelling system has enabled teachers to identify and target learner groups
and track their progress.
Standards in Quran recitation have continued to improve as a result of a new
graded set of expectations in terms of Quran Recitation from Y1 onwards. These
have been assigned levels so that we can track the progress in this area and
celebrate the talents of students whose memory of the Surahs far exceeds age
expectations. This has been developed through the Dubai Islamic Education
Network meetings.
The curriculum at all phases was reviewed to ensure there were higher levels of
challenge along with units that stimulated and interested the pupils. The updated
Year 6 MOE book was implemented in September 2013 and we predict ongoing
higher outcomes for end of phase 2 as a result of this resource being used.
SEN
All SEN students achieved a grade 50% or above and met their predicted levels in
phase 2.
Emirati Students
All Emirati students reached or exceeded expected targets in phase 2.
Attainment in Phase 3 ( Key Stage 3 and 4)
In the 2014 Inspection Attainment in Islamic at Phase 3 was found to be
Acceptable. Whilst there have been improvements in standards we believe that
this judgement remains Acceptable.
End of KS3
50% +
80% +
Total(75)
100%
48%
50% +
80% +
Total (77)
100%
41%
All students in Years 10 and 11 are meeting the expected curriculum standards
for their year groups.
As mentioned above there has been an increasing trend of achievement for
our highest performing students and again it is predicted the in the 2016
Inspection standards at the above average level (70-80% MOE) will be over 51%
and therefore GOOD across Phase 3.
Emirati Students
All Emirati students reached expected targets.
SEN Students
50% +
100%
80% +
47%
Progress
Evidence sources: A new levelling system has enabled teachers to identify and target
learner groups and track their progress. Data Capture, Learning Conversations,
Observations, Monitoring Evaluating and Review cycle
Our Reflection:
KS1
% - 1.5 sub
levels + of
progress
Total (173)
85%
Islamic at Key Stage 2
KS2
% - 1.5 sub
levels of
progress
Total (318)
58%
% - 2 sub
levels of
progress
43%
% - 2 +sub
levels of
progress
58%
The overall progress of phase 2 is above 50% for above average progress, which
is a GOOD level of progress.
Emirati Students
All Emirati students are making beyond expected progress.
SEN Students
All SEN students are making at least expected progress.
Progress in Phase 3 ( Key Stage 3 and 4)
In the 2014 Inspection progress in Islamic at Phase 3 was found to be
Acceptable. We believe that this judgement is now Good. Supporting evidence
includes:
Key Stage 3
Ks3
% - 1.5 sub
levels of
progress
Total (302)
100%
% - 2+ sub
levels of
progress
62%
Ks4
% - 1 Grade
% - 2+ Grades
of progress
of progress
or more
Total (121)
100%
64%
The majority of the students (62% in KS3 and 64% in KS4) make better than
expected progress.
Emirati Students
All Emirati students are making beyond expected progress.
SEN Students
All SEN students are making at least expected progress.
Progress at Phase 4
Year 12
No
Year 12
Overall
0 Grade of
progress
0
% - 1 Grade of
progress or
more
No - 2 Grades
of progress
100%
66%
All students in phase 4 made expected progress which is one grade at year
12.
Above 50% made higher than expected curriculum progress.
Emirati Students
All Emirati students are making beyond expected progress.
SEN Students
All SEN students are making at least expected progress.
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
N/A
Good
Acceptable
Acceptable
Good
N/A
Good
Good
Good
Good
Good
Attainment
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle
Our Reflection:
Attainment in Phase 2
In the 2014 Inspection Attainment in Arabic was found to be Acceptable and we
feel we have moved into the Good category.
Attainment at Key Stage 1
We believe that this judgement is Good. Supporting evidence includes:
Year KS1
2013/14
Number of
MOE 50%
students
MOE 75%+
(above
average)
1
42
100%
66%
2
37
100%
62%
(data is combined reading, writing, speaking and listening)
80%+
52%
38%
The Majority of Arabic A children are working at or above the age expected level
in Writing at Key Stage 1.
Most students are working at or above the age expected level in Reading at Key
Stage 1.
Attainment at Key Stage 2
Year
KS2
3
4
5
6
Number of
students
49
46
37
39
MOE 50%
100%
100%
100%
100%
MOE 75% +
(above
average)
43%
60%
65%
65%
80%+
16%
34%
29%
27%
The Majority of Students are working at or above the age expected level in
Reading at Key Stage 2.
SEN Students in Phases 2 - 4
53% of Arabic A children are working at or above the age expected level in
Writing at Key Stage 1.
Using an international first language comparison of English, it can be seen that
93% (Almost all) students achieved Level 2 in Reading and 100% achieved L2 in
Writing. In 2012 the UK figures for English were 87% for reading and 83% for
Writing. This represents at least Good attainment by the end of Year 2.
At the end of Phase two Writing scores at Level 4 are just below UK KS2 SATs
outcomes, however, of the L3 students in writing, 10% have achieved a 3a which
was recognised by the Head of Arabic at GEMS as an acceptable outcome for end
of Y6; making a total of 75% of students achieving an age appropriate level.
The context of this Y6 cohort is that 66% have only had at most 2 years of Arabic
A teaching at WIS which is a further illustration of the accelerated attainment the
students have made.
Arabic A - Attainment in Phase 3 KS3
In the 2014 Inspection Attainment in Arabic was found to be unacceptable.
We believe that this judgement is now acceptable. Supporting evidence
includes:
MOE
70%
Year KS3 MOE 50%
(above
2013/14
+
average)
+
7 (total 40)
100
65%
8 (total 22)
100
54%
9 (total 21)
100
80%
MOE
80%+
35%
36%
38%
At KS3 the majority of students attaining 75% or higher is above 50% which
is in the GOOD category. Overall we know we have made progress in
attainment and would want to consolidate
Year KS4
Number
of
students
Grade C
Grade B
Grade A+
10
30
19
10
11
15
Attainment at Phase 4
Level
>90%
>70%
>50%
<50%
Year 12
30%
70%
100%
0%
Year
13
IB Studies
Progress
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle
Our Reflection:
Y1
42
Y2
37
End of Key Stage 2
21%
24%
% achieving 2
+sublevels
79%
76%
Area
Progress at phase 3
KS3
In the 2014 Inspection Progress in Arabic A at Phase 3 was found to be
Acceptable.
We believe that this judgement is now Good. Evidence includes:
Year and
cohort 2013/14
No 1.5 sub
levels of
progress
7
8
9
3
4
5
% of pupils
No - 2 sub
achieving
levels of
1.5
progress
Sublevels
100%
37
100%
18
100%
16
% - 2 sub
levels+ of
progress
80%
73%
71%
The majority of students consistently make 2 sub levels of progress a year GOOD progress.
The standards of progress in lesson observations were 75% good or better.
All Emirati students (4) achieved expected progress. All Emirati students
met or exceeded their target levels.
All SEN students met their target levels and grades set.
Phase 3 KS4
%-0
Year and
No - 0
Grades
cohort
Grades of
of
2013/14 KS4 progress
progress
10 ( 26)
11 ( 23)
0
2
0
13.4%*
No
1 grade
progress
26
13
No - 2
1 Grade of Grades of
progress progress
100%
86%
14
8
%2 Grades
of
progress
46 %
53.3%
*The 2 students not making expected progress are new to the UAE and have not
studied Arabic prior.
1 grade of
progress
12
20 %
80%
ARABIC AS AN ADDITIONAL
LANGUAGE
Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
N/A
Acceptable
Acceptable
Good
Good
Good
N/A
N/A
Good
N/A
Good
Attainment
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle
Our Reflection:
Attainment at Phase 2 Key Stage 1 and 2
In the 2014 Inspection Attainment in Arabic as an additional Language at Phase 2
was found to be Acceptable. We still believe that this judgement is Acceptable.
Supporting evidence includes:
Attainment at Key Stage 1
Year KS1
MOE 75%+
MOE 50%+
(Above
expectations)
READING
100%
42%
100%
39%
WRITING
100%
43%
100%
44%
2013/2014
1
2
1
2
MOE 80% +
8%
11%
7%
6%
MOE 50%
MOE 75%
MOE 80% +
100%
100%
100%
100%
32%
33%
34%
33%
18%
17%
16%
17%
100%
100%
100%
100%
38%
40%
34%
32%
12%
10%
16%
18%
At the end of phase 2 MOST students have achieved the expected level ( MOE C
grade 60-70%) based on the time they have studied Arabic and we are working
towards 51% achieving higher than the expected outcomes ( B Grade 70-80%)
which would take us to GOOD. We expect to be good in 2016.
Student
numbers
25
39
20
14
12
12
16
14
Progress
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle
Our Reflection:
KS1 Progress
% achieving at Least % achieving 2+ subReading and Writing 1.5 sub- level progress
levels of progress
( expected)
(exceeding expected)
Reading
96%
67%
Writing
88%
52%
All SEN students met their target levels and grades set.
7 (149)
8 (144)
9 (150)
71%
52%
KS4 Progress
Year and
No - 0
% -0
%1 grade No 2
% -2
No 1 grade
cohort
Grades of Grades of
of
Grades of Grades of
progress
2013/14 KS4 progress progress
progress progress progress
10
(9
students)
11
(11
students)
11%
89%
18%
55%
27%
Whilst our Y11 pupils made acceptable progress the overall picture for Phase 3 is
that they have made GOOD progress.
Progress Arabic as an additional Language at Phase 4
In the 2014 Inspection Progress over time in Arabic as an additional language at
Phase 4 was found to be N/A
We believe progress in Phase 4 is Good. Please note that 1.5% represents an
exceptional level of progress in IB and that 80% achieving 1 grade of IB progress
is GOOD.
Year and
cohort
2013/14
12 (5
students)
No - 0
Grades % - 0
%1
No 1.5 % - 1.5
No 1 grade
of
Grades of
Grade of Grades of Grades of
progress
progres progress
progress progress progress
s
80%
20%
In the Summer 2014 cohort all students gained a level 5 at IB, this is above world
average.
ENGLISH
Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Attainment
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle, DSIB Data Sheets.
Our Reflection:
Attainment at Phase 1
In the 2014 Inspection, Attainment in English was found to be Outstanding.
In 2014 the average point score for Emirati children over the GLD
categories at WIS was 35 compared to the UK Statistical Release of 30.
In 2014 the percentage of Emirati children that achieved expected(2) and
exceeded(3) in the areas of:
o Reading at WIS 100% compared to the UK pilot data average of 71%
for all children and 61% for EAL children.
o Writing at WIS 75% compared to the UK pilot data average of 59% for
all children and 49% for EAL children.
SEN Students
Phase 2
In the 2014 Inspection Attainment in English was found to be Outstanding.
We believe this judgment continues to be secure.
Attainment at end of Key Stage 1
Reading
Writing
% Level
2+
% Level
2+
WIS 2013
85%
WIS 2014
94%
UK
86%
81%
92%
83%
Emirati Students
There were three Emirati students within this cohort. Two children made expected
or above progress in Reading and Writing.
SEN Students
21 students were identified as having Special Educational Needs in this cohort.
90% of SEN students made expected progress in both Reading and Writing.
Phonics screening check
In the first year of WIS completing the phonics screening check 63% of the Year
One cohort achieved the required standard despite these children only
completing one year of the two year phonics cycle.
Attainment at the end of Key Stage 2
Results at the end of the year show that in-school based assessments; most
students consistently attain significantly higher levels compared to UK standards
(2013) in English.
Readin % Level
g
4+
% Level
WIS
2011
96%
WIS
2012
95%
WIS
2013
95%
WIS
UK
2014
96% 86%
63%
66%
63%
64%
45%
5+
Writing % Level
4+
% Level
5+
82%
86%
80%
86%
83%
39%
30%
18%
35%
31%
UK
74%
89%
74%
48%
62%
48%
Reading
577
534
476
WIS average score is significantly higher than the PIRLS centre point in relation to
Dubai and the UK.
Reading Purposes and Comprehension purposes
Within both of these areas WIS Significantly out performs Dubai. All Dubai
averages sit at approximately the high 400s whereas WIS averages sit at
approximately the high 500s in all areas.
Curriculum
Phase 3
Attainment at Key Stage 3 (end of Year 9)
% Level
5+
% Level
6+
WIS
WIS
WIS
WIS
UK
Average
2011
89
2012
93
2013
97
2014
98
84
70
82
85
74
52
Whilst there has been a decrease in those achieving a Level 6+, this is still
significantly above National UK baselines. Creation of more challenging schemes
of work and intervention programmes has been introduced to increase Level 6+
attainment for the 2014-2015 academic year.
Emirati
There were 6 Emirati students in KS3- 2013-2014. All students attained or
exceeded their CATs target predictions.
SEN
In 2014 100% of SEN students attained or exceeded their CATs target predictions.
Attainment at Key Stage 4 (end of Year 11)
WIS 2011
% A* - C
96
89 (124)
Language
Whilst there has been a slight fall from 2011, this is clearly a consequence of
grade boundary rises and changes in exam board specification. Achieving 92%
A*- C in 2014 is significantly above UK National and International averages.
PIRLS Analysis: Please see Phase 2 above
PISA Analysis
WIS Score
499
510
468
WIS Average score is broadly in line with the OECD Scaled Average and above
Dubai averages.
Emirati
There were 6 Emirati students in KS3- 2013-2014. All students attained or
exceeded their CATs target predictions.
SEN
In 2014 100% of SEN students attained or exceeded their CATs target predictions.
Phase 4
Attainment at Key Stage 5 (end of Year 13)
English: Literature HL
Level 4+
Level 5 +
English: Literature SL
Level 4+
Level 5 +
Emirati Students
Actual
13 (100%)
9 (69%)
Predicted
13
7
Actual
9 (100%)
5 (56%)
Predicted
9
5
Level 5 +
Emirati students
Actual
17 (100%)
Predicted
17
There were two Emirati students within the cohort. Both students achieved a
point score of 5 or above.
SEN students
There were no SEN students within the cohort.
Level 4+
Level 5 +
Actual
21 (100%)
20 (95%)
Predicted
21
20
Progress
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle
Our Reflection:
Progress at Phase 1
In the 2014 Inspection, progress in English was found to be Outstanding.
We believe this judgment continues to be secure.
2 sub levels
of progress
Reading
Writing
4
6
% 2 sub
levels of
progress
2.63%
3.94%
No 3+ sub
levels of
progress
147
142
% 3+ sub
levels of
progress
96.71%
93.42%
Data indicates that in Reading and Writing almost all students make at or above
expected progress.
Progress in lessons
In recent internal observations 100% of lessons in Literacy were judged as good
or above with 73% of those lessons being outstanding. Of those lessons judged as
outstanding 100% demonstrated outstanding progress within the lesson
measured against their learning objective.
Emirati Students
In the EYFS all Emirati students (four students) made Outstanding progress in
Reading and Writing from their baseline as well as attaining at levels above the
pilot data national average for Reading and Writing.
SEN students
Most SEN students within Reading and Writing make and continue to make
Progress at Phase 2
In the 2014 Inspection, progress in English was found to be Outstanding.
We believe this judgment continues to be secure.
Key Stage 1 - Progress has been Outstanding from their baselines.
No - 2+ sub
% - 2+ sub
levels of
levels of
progress
progress
Reading
181
95%
Writing
173
90%
Almost all students make at or above expected progress in Reading.
Almost all students make at or above expected progress in Writing.
Evidence Sources
Through significant development work in Phonics, Speaking and Listening, Writing
and Reading as part of the 2013-14 School Improvement Plan.
Focused intervention by way of enrichment provision, significantly enhanced the
attainment of lower attaining students, ensuring that most children made above
expected progress.
Key Stage 2 Progress has been Outstanding from their baselines.
No. 2+ sub Levels Students
Reading
166
Writing
153
UK Key Progress Indicators:
% 2+ sub Levels of
progress
88%
81%
Rigorous enhanced tracking ensures that interventions are matched to all groups
of learners and are constantly adapted and reviewed.
Progress at Phase 3
Year 7:
%
2+
sublevels
of cohort
96
Almost all students made 2+ sublevels of progress from Dec 2013 to June 2014.
Year 8:
%
of cohort
76
2+
sublevels
Most students made 2+ sublevels of progress from Dec 2013 to June 2014.
Year 9:
%
of cohort
2+ sublevels
71
Majority students made 2+ sublevels of progress from Dec 2013 to June 2014.
Progress at Key Stage 4
Year 10
Data
Data
Capture 1
Capture 3
A*- B
52 (51%)
62 (61%)
A* - C
86 (85%)
86 (85%)
The trend here suggests that there has been a significant rise (10%) in the
number of students making the progress necessary to achieve an A* - B.
Likewise, 86% of students sustaining their attainment of an A* - C demonstrates
provision to be outstanding.
Year 11
A*- B
A* - C
Data
Capture 1
67 (66%)
97 (96%)
Data
Capture 3
82 (81%)
92 (91%)
Level
Level
Data
Capture 3
60 (95%)
46 (73%)
Year 13
Level
Level
Data
Data
Capture 1
Capture 3
4+
38 (100%)
38 (100%)
5+
37 (97%)
37 (97%)
Both tables illustrate outstanding progress in both cohorts with all students
making continued progress throughout the year. Particular success is highlighted
in Year 12 where a significant proportion of students moved into Level 6. Likewise,
with Year 13, no student achieved below a Level 4 with two students moving into
Level 6 and 7 respectively.
Emirati students
At KS3, 4 & 5 all Emirati students are making a minimum of Expected Progress.
Detailed attainment and progress data for our Emirati students shows that this is
consistent over time. There were 2 Emirati students at KS5 who were part of the
cohort who gained 100% World Average or better.
SEN students
SEN students in English continue to make Outstanding progress by almost all
making at least 2 levels of progress.
There was 1 SEN student in KS5 who met their ALIS prediction and was part of the
statistic achieving a Level 4+.
Progress in lessons
The quality of learning and teaching is outstanding. There is clear evidence to
show that almost all students make better than expected progress as measured
against their targets.
MATHEMATICS
Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Attainment
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating and
Review cycle, DSIB Data Sheets
Our Reflection:
In the 2014 inspection Attainment in Maths was found to be Outstanding.
We believe this judgement continues to be secure.
The attainment in the EYFS is Outstanding.
Data identifies that at the end of the year, through a process of in-house
assessments, most children in the EYFS consistently attain significantly higher
levels compared to that of the UK. These results have been compared to the DFE
Statistical First Releases in October/November 2013 where possible or the original
pilot data where information is not available.
All staff complete on-going assessment, in line with the new EYFS curriculum.
Childrens level of development has been measured as emerging, expected or
exceeding within the appropriate age related band and has been recorded
against a 1,2,3 point score.
In 2014 the number of children at WIS achieving a Good Level of Development
was 65% compared to the UK Statistical Release of 52%. (GLD = children
achieving the 12 ELGs in CL, PD, PSED, Literacy and Mathematics)
In 2014 the average point score for all of the children that achieved a GLD at WIS
was 39 compared to the UK Statistical Release average point score of 32.8.
In 2014 the percentage of all children that achieved expected(2) and exceeded(3)
in the areas of:
Emirati Students
Number at WIS 100 % compared to the UK pilot data average of 49% for
EAL children.
Shape, Space and Measure at WIS 100% compared to the UK pilot data
average of 59% for EAL children.
Boys /Girls
In 2014 62% of girls and 63% of boys achieved a GLD compared to the Statistical
Release where 60% of girls and 44% of boys achieved a GLD.
In 2014 the Average point score for boys was 38 and 39 for girls across the GLD
areas compared to the UK Statistical Release where girls achieved and average
score of 34 and boys an average score of 31.
In 2014 the percentage of boys that achieved expected(2) and exceeded(3) in the
areas of:
In 2014 the percentage of girls that achieved expected(2) and exceeded(3) in the
areas of:
SEN Students
In 2014 26% of WIS SEN students achieved a GLD compared to the UK Statistical
Release where 14% of all SEN children achieved a GLD.
In 2014 the Average point score for WIS SEN children was 38 across the GLD
areas compared to the UK Statistical Release where all SEN children achieved an
average point score of 25.
In 2014 the percentage of SEN children that achieved expected(2) and
exceeded(3) in the areas of:
Evidence Source
Phase 2
The overall grade for attainment in Phase 2 was Outstanding in 2014.
These results have been compared to the DFE Statistical First Releases in
October/November 2013. We believe this judgement continues to be secure.
Supporting evidence includes:
Key Stage 1
L2 or above
WIS 2013
90%
WIS 2014
95%
UK Average
91%
The number of children achieving Level 2 is above the UK average in Maths.
As a result of increased pitch and expectation in KS1 there has been a 9%
improvement in our level 3 attainment this demonstrates the trend over two
years showing an upward trajectory.
Emirati Students:
There are 3 Emirati students in Key Stage One. 100% of the Emirati students
achieved at or above International age related expectations at the end of KS1.
SEN students
In 2014, 15 students (8% of the cohort) were recorded as having Special
Educational Needs. 100% achieved their IEP targets.
Key Stage 2
WIS 2014
WIS 2013
WIS 2012
WIS 2011
UK 2013 Average
Level 4+
91%
94%
92%
89%
85%
Level 5+
56%
56%
62%
52%
41%
Results at the end of the year indicate that most students consistently attain
higher levels than UK standards in Maths. This can be demonstrated within our
results at both Level 4 and Level 5. WIS KS2 significantly outperforms the UK
National Average in Maths at level 5 and above by 15%.
As a result of increased pitch and expectation in KS2, and a robust partnership
with our secondary maths department, 17% of students in Year 6 achieved Level
6.
At the end of Key Stage 2 and Phase 2 79% of students achieved 4A or above
curriculum standards which means attainment is outstanding.
TIMSS Analysis
Maths
565
526
% A* - C
PISA Analysis
WIS 2012
98 (85)
WIS 2013
95
WIS 2014
97 (151)
National
68.7%
Maths
WIS score
514
Other UK Curriculum
526
Schools
Dubai Average Score
468
WIS average score is higher than the OECD Scaled Average and the Dubai
average.
Problem Solving
This was a focus for PISA in 2012. WIS scored 557 which was significantly higher
than OECD scaled average. This data demonstrates that in this particular area we
are progressing towards the National Agenda targets which state that the UAE will
be among the 20 highest performing countries in PISA in 2021.
PISA Targets
As a result of the PISA analysis we have had an increased focus on Shape and
Space and Formulating in KS3 and KS4 in order to reach our 2015 target of 534
with the ultimate aim of reaching the threshold of the Advanced International
Benchmark. This builds on our TIMSS Target for KS3.
Emirati students
There was one Emirati student in Year 11 who achieved his CATs target
prediction.
SEN Students
Maths HL
Achieved level 4 or above
WIS Average grade 4.29.
71% (5)
94% (15)
78% (27)
APS Higher
APS
Standard
APS
Studies
Emirati Students
WIS
2012
3.4
3.8
WIS
2013
4.20
4.38
WIS
2014
4.29
4.75
4.2
4.66
4.58
0.38
There were 2 Emirati students in the 2014 IB Cohort. Both students attained their
ALIS target.
SEN
66% of SEN students attained at their ALIS target or above.
Progress
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle
Our Reflection:
Phase 1
Progress in the EYFS is Outstanding
Whole year
performance
Progress in lessons
No - 2 sub
levels of
progress
% - 2 sub
levels of
progress
No 3+ sub
levels of
progress
% - 3+ sub
levels of
progress
3.89%
148
96.10%
The Standard of teaching and learning within the EYFS has remained consistently
high with observations demonstrating 100% of teachers providing consistent
good or above practise. In order for this to further develop peer teaching and
casual drop ins from the Year Leader took place throughout the year to improve
teaching standards. This has also continued to take place during this year with
our Maths leader. Within the sessions observed no lesson was judged with an
overall outstanding grade unless progress within lessons was deemed to be
outstanding.
Progress of Emirati students
In the EYFS there are 7 Emirati students in FS1 and 4 in FS2. All Emirati students
made Outstanding progress in Number and Shape, Space and Measure from
their baseline as well as attaining at levels above the UK Statistical Release for
these areas.
Whole year
170
89%
performance
Most of the Year 2 cohort made two sub levels of progress or more from
their baseline.
Emirati Students
There were three Emirati students within the cohort, 100% made outstanding
progress from the baseline data.
SEN Students
9% of the cohort had identified Special Educational Needs. Of those children with
a Special Educational need 83% of students made 2 or more sub levels progress.
Key Stage 2
Sub Levels of
Progress
Whole Year
151
80%
Performance
Most students made 2 or more sublevels of progress across year 6 and 40% of
the cohort made double the amount of progress compared the UK expectations.
This indicates Outstanding progress.
91% of students made expected progress in maths compared to 88% in the UK.
WIS Expected progress measures are those students that have made two levels
of progress between KS1 and KS2.
Progress was equal across gender groups with both girls and boys making the
same rates of Outstanding progress in Maths.
Progress of Emirati Students
There were four Emirati students within the cohort. Two students made
Outstanding progress from their baseline in Year 6.
Phase 3
In the 2014 Inspection, Progress in Maths at Phase 3 was found to be
Outstanding.
We believe this judgement remains secure. Supporting evidence includes:
Year 7 Progress 2013/14
2+ sublevels
% of cohort
95%
% A*-A
% A*-B
% A*-C
The trend shows outstanding
% A* - C
WIS 2012
WIS 2013
WIS 2014
National
98 (85)
95
97 (151)
62.4%
% A*- A
% A*- B
% A* - C
June 2013
August 2014
33.6%
60.5%
89.5%
53.5%
78.1%
97.4%
The trend shows outstanding progress in all categories A*-A, A*-B and A*-C.
Progress of Emirati students in Maths at KS4
100% of Emirati students made expected progress.
Progress of SEN students in Maths at KS4
SEN students in Maths continue to make Outstanding progress.
December 2013
0%
June 2104
14.3%
% Level 6+
14.3 %
28.6%
% Level 5+
57.1%
85.7%
% Level 4+
100%
100%
December 2013
0%
11.5%
50%
80.8%
June 2104
7.7%
11.5%
38.5%
88.5%
Year 12-SL
Level
Level 7+%
Level 6+%
Level 5 %
Level 4+%
Year 12-Studies
Level
% Level 7+
% Level 6+
%Level 5+
% Level 4+
Dec
2013
0%
3.6%
30.4%
50%
June 2014
44.6%
5.6%
21.4%
73.2%
Year 13 2013/14
Year 13-HL
Level
% Level
% Level
% Level
% Level
4+
5+
6+
7+
Year 13-SL
Level
% Level 4+
% Level 5+
% Level 6+
% Level 7+
Year 13-Studies
Level
% Level 4+
% Level 5+
% Level 6+
% Level 7+
SCIENCE
Enter your judgement for the phase(s) in your school
Attainment
Phase 1
Phase 2
Phase 3
Phase 4
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Attainment
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle, DSIB Data Sheets
Our Reflection:
In the 2014 DSIB report the attainment grade for Phase 1 science was
Outstanding.
We believe this judgement remains secure.
The attainment at Phase 1 is Outstanding.
Data identifies that at the end of the year, through a process of in-house
assessments, most children in the EYFS consistently attain significantly higher
levels compared to that of the UK. These results have been compared to the DFE
Statistical First Releases in October/November 2013 where possible or the original
pilot data where information is not available.
All staff complete on-going assessment, in line with the new EYFS curriculum.
Childrens level of development has been measured as emerging, expected or
exceeding within the appropriate age related band and has been recorded
against a 1,2,3 point score. To identify attainment for science within the revised
EYFS we have focussed on The World strand that sits within the specific area of
Understanding the World.
In 2014 the percentage of all children that achieved expected(2) and exceeded(3)
in the areas of:
o The World at WIS 65% compared to the UK Statistical Release of
52%.
In 2014 the percentage of all children that achieved exceeded(3) in the areas of:
o The world at WIS 13% compared to the UK Statistical Release of
10%.
Emirati Students
Assessment procedures that have taken place have been in line with the newly
revised EYFS curriculum.
Observations are used as daily practise within the EYFS to support these
judgements and this is evidenced within the childrens learning journals.
Standard of teaching and learning within the EYFS have remained
consistently high with observations demonstrating 100% of teachers
providing consistent good or above practise. In order for this to further
develop peer teaching and casual drop ins from the Year Leader took
place throughout the year to improve teaching standards.
Teaching journal scrutiny took place regularly in order to ensure effective
planning took place within and between both year groups.
All children within the EYFS were encouraged to visit the Understanding the
World zone during their free flow twice a day.
Students were provided with a specific Understanding the World lesson on a
weekly basis and teachers were encouraged to provide a wider range of
activities out during the staggered start during the mornings.
Attainment at Phase 2
In the 2014 DSIB report the attainment grade for Phase 2 Science was
Outstanding.
WIS
UK Average
% Level
4+
%
Level 5
WIS
2011
95%
WIS
2012
98%
WIS
2013
91%
WIS
2014
97%
UK
Average
88%
57%
58%
56%
47%
43%
Within all of these areas WIS Significantly out performs Dubai averages. All
Dubai averages sit at approximately the high 400s where as WIS averages
sit at approximately the in the low 600s in all areas.
Performances across all areas were broadly similar therefore indicating
performance wasnt stronger in one area over another.
TIMSS Targets
TIMSS score of 550 is significantly above TIMSS centre point. As a result of the
TIMSS analysis we have reviewed our curriculum so that it is more skills based.
Since 2011 we have introduced sub-levels to achieve a more robust and refined
assessment process. Each of these developments will help us to achieve our 2015
target of 570 with the ultimate aim of reaching the threshold of the Advanced
International Benchmark.
Attainment at Phase 3 [Key Stages 3 & 4]
In the 2014 Inspection Attainment in Science at Phase 3 was found to be
Outstanding.
We believe that this judgement remains Outstanding. Supporting evidence
includes:
Attainment at Key Stage 3
WIS
2011
88
WIS
2012
96
WIS
2013
99
WIS
2014
100
UK
Average
85
% Level
5+
% Level
80
82
90
98
54
6+
In 2014 at the end of Key Stage 3 attainment was 11% higher at level 7
compared to UK averages (28%).
Level 7 CAT performance indicators for the year group stated 11% level 7s
however they actually achieved 39% which is 3 times higher than expected.
TIMSS Analysis
Science
WIS score
609
Other UK Curriculum
542
Schools
Dubai Average Score
485
WIS average score is significantly higher than the TIMSS centre point in relation to
Dubai and the UK.
Performance in content and cognitive domains
Within all of these areas WIS Significantly out performs Dubai averages. All Dubai
averages sit at approximately the high 400s whereas WIS averages sit at
approximately the in the low 600s in all areas.
TIMSS Targets
TIMSS score of 609 is significantly above TIMSS centre point. As a result of the
TIMSS analysis we have reviewed our curriculum so that it is more skills based.
We believe this will help us to achieve our 2015 target of 619 with the ultimate
aim of reaching the threshold of the Advanced International Benchmark.
PISA Targets
Science
WIS score
561
Other UK Curriculum
527
Schools
Dubai Average Score
478
WIS average score is significantly higher than the OECD Scale and Dubai
averages.
Emirati
Attainment of Emirati students was in line with targets and the high attainment of
the entire cohort.
SEN
Students with SEN provision perform as well as others in the cohort and 88% of
students exceed their CAT predictors at the end of Key Stage 3.
Improvements at Key Stage 3 over the last 6 months are in part due to a focus on
developing skills in Investigative Sciences and a more robust and focussed
assessment programme that allows significant assessment for learning to take
place. Tracking systems have allowed quick and effective intervention at all
levels.
Attainment at Key Stage 4
Collated Data from GCSE Additional Science and Science and iGCSE Biology,
Chemistry and Physics - students who have achieved 1 or more GCSE Science
grades - percentage
% A* - A
% A* - B
% A* - C
WIS
2013
51
76
95
UK
Average
13
34
64
Collated Data from GCSE Additional Science and IGCSE Biology, Chemistry and
Physics students who have achieved 2 or more A/A* grades. Students are
% A* - A
% A* - B
% A* - C
WIS
2013
46
71
92
UK
Average
13
34
64
IGCSE Chemistry
WIS 2014
% A* - A
% A* - B
% A* - C
65
90
98
EDEXCEL World
Average
42
71
90
IGCSE Biology
% A* - A
% A* - B
% A* - C
WIS
2014
69
84
98
EDEXCEL World
Average
41
70
90
IGCSE Physics
WIS 2014
EDEXCEL World
Average
% A* - A
72
42
% A* - B
85
71
% A* - C
98
91
IGCSE results should be seen in the context of the student cohort compared to
the EDEXCEL World Average. The students at WIS have chosen the course as an
option and although the majority are more able students there is a significant
group who are B/C grade target students. The EDEXCEL data is generally taken
from groups of more able, selected students taking Triple Science.
IGCSE results are all above the average for the entire cohort taking the exam
internationally.
All the data places the school significantly above international standards.
There was one Emirati student in Year 11 in 2012-2013. The student attained a B
grade against a CAT prediction of C grade
GCSE Science
WIS 2014
% A* - A
% A* - B
% A* - C
39
60
82
UK
Average
8
27
59
35
61
89
UK
Average
12
34
66
GCSE Science and Additional Science results should be seen in the context of the
students taking the course. 102 students out of 150 took the GCSE. The data
above therefore does not include the Triple Science iGCSE students who are
generally more able. There was a much larger cohort doing triple science in this
year group than ever before. Despite this 61% of those students taking the
course achieved 2 A*/B GCSE grades.
Working at level 7
Working at level 6
Working at level 5
Working at level 4
In Biology IB HL 95% (20 out of 21)
Average.
2012
2013
2014
24% (5) 5% (1) 5% (1)
48% (10)50% (10) 38% (8)
19% (4) 35% (7) 33% (7)
5% (1) 10%(2) 24% (5)
students achieved above HL Biology World
Biology SL
Working
Working
Working
Working
Working
at
at
at
at
at
level
level
level
level
level
7
6
5
4
3
2012
2013 2014
0%
0%
0%
40% (4) 38%(3)
0%
40% (4) 38%(3) 50% (3)
10% (1) 25%(2) 33% (2)
17% (1)
2014
11 (1)
0
11 (1)
56 (5)
22
(2)
Working
Working
Working
Working
Working
at
at
at
at
at
level
level
level
level
level
7
6
5
4
3
Working at level 7
Working at level 6
2013
0
8 (1)
2014
0
8 (1)
Working at level 5
Working at level 4
Working at level 3
38 (5) 8 (1)
31 (4) 38 (4)
23 (3) 46 (4)
In IB ESS diploma, 40% of students (4 out of 10) achieved above World Average in
ESS.
ESS has been transferred into the Science faculty this year completely rather
than being a Group 3 subject and taught by Geography teachers.
Progress
Evidence sources: Data Capture, Learning Conversations, Observations, Monitoring Evaluating
and Review cycle
Our Reflection:
Progress at Phase 1
In the 2014 Inspection Progress in Science at Phase 1 was found to be
Outstanding.
We believe that this judgement is still secure.
% 2+ levels of progress
The
World
97%
Data indicates that
all students make at or above expected progress.
in Science almost
Results at the end of the year show that students achieve significantly higher
than the UK Statistical Release data. Notable high achievement compared to
entry level indicates high student achievement and progress within The World,
which is the main science focus strand within Understanding the World.
During this academic year we have further developed our progress measures by
assessing students within the Early Years Outcomes through an on-going
continuous approach as well as capturing the data 6 times per year. Within this
system in order for us to further identify student progress we are assessing each
Early Years Outcome age band as a sub level by distinguishing if a child is either
emerging, expected or exceeding, which will enable us to measure in closer detail
levels of student progress.
Progress of Emirati students
In the EYFS all Emirati students (4 students) made Outstanding progress in The
World from their baseline as well as attaining at levels above the UK Statistical
Release averages for this area.
Progress of SEN Students.
Most SEN students within The World make and continue to make Outstanding
progress linked to their on entry to FS2 data. Within The World 60% of SEN
children recorded attainment at the end of EYFS as either achieving expected or
exceeding within the ELGs against the UK Statistical Release of 50%. The
average starting point for these children on entry to FS2 was 30-50 emerging.
In 2013 all SEN students achieved their target predictions.
In the Early Years Foundation Stage almost all children progress at the rate
expected of them or beyond.
Attainment has been consistently above curriculum based expectations for a
consistent number of years. This is evidenced through the newly developed
investigative areas in the Foundation Stage and the development of free flow
Understanding the World activities.
Contributing factors also included students provided with a specific
Understanding the World lesson on a weekly basis and teachers were encouraged
to provide a wider range of activities out during the morning staggered start.
Progress at Phase 2
In the 2013 Inspection Progress in Science at Phase 2 was found to be
Outstanding.
We believe that this judgement is still secure.
Key Stage 1
Science
No - 2 +sub levels of
progress
166
% - 2+ sub levels of
progress
89%
Whole year 2
performance
Data indicates that in Science most students make at or above expected
progress.
Emirati Progress in Science
Key Stage 2
Science
No - 2 +sub levels of
progress
% - 2 +sub levels of
progress
Whole year 6
177
96%
performance
Data indicates that in Science almost all students make at or above expected
progress.
Outstanding.
We believe that Progress over time remains Outstanding. Supporting evidence
includes:
%
7a
7b
7c
6a
6b
6c
5a
100% of students achieved level 5+ at the end of KS3 against CAT target of 89%.
CAT performance indicator levels said 11% to achieve level 7 or above therefore
WIS results represent 3 times better than predictions achieved.
Average CAT performance indictor level was 5a for this cohort. WIS actual
achievement average was 6a a value added of 1 level on performance
indicators.
Year 7 Progress in Key Stage 3
Progress from Year 6 TA levels
Science
% of 2+ Sublevels progress
Year 7
78
Year 7 Progress towards WIS target
86% met or exceeded ambitious WIS target.
This is the first year students have been assessed mainly on their skills levels
with a knowledge based assessment at the end of each three topic cycle. This has
been to enhance their skills for final examination GCSE preparation and great a
more rigorous examination procedure.
92% of SEN students are progressing towards their CAT performance indicator
level at a rapid pace. 15% of SEN children have already met or exceed their CAT
% of 4+ Sublevel Progress
100
Science
Year 9
% of 2+ Sublevels Progress
75%
Year 9
Actual Additional
Science Results
Cum %
12
50
85
A*/A
A*/B
A*/C
Chemistry:
CATS
A*/A
A*/B
A*/C
Physics:
Predictions Additional
Science
Actual
69
84
98
Additional Science
Results
Actual
65
90
98
CATS
A*/A
A*/B
A*/C
Additional Science
Results
Actual
72
85
98
Additional Science:
CATS Predictions Additional
Science
Cum %
A*/A
8
A*/B
36
A*/C
76
Progress of Emirati students in Science
35
61
89
Progress at KS5
Biology
Working
level 7
Working
level 6
Working
level 5
Working
at
De
c 13
11%
Actual Results
June 14
3%
at
11%
38%
at
7%
34%
at
48%
23%
level 4
Working at
level 3
26%
3%
Chemistry
Working
level 7
Working
level 6
Working
level 5
Working
level 4
Working
level 3
at
Dec
13
0%
Actual Results
June 14
12%
at
12%
12%
at
24%
18%
at
12%
18%
at
53%
24%
Physics
De
c
13
Working
level 7
Working
level 6
Working
level 5
Working
level 4
Working
level 3
at
at
at
at
at
15
%
8%
23
%
46
%
9%
9%
22%
55%
level 4
54
%
Learning Skills
Enter your judgement for the phase(s) in your school
Phase 1
Phase 2
Phase 3
Phase 4
Outstanding
Outstanding
Outstanding
Outstanding
The school has a whole school learning and teaching group who drive the
school improvement plan Priority 4 to improve the quality of learning.
This is led by one of the Vice Principals and the strategy cross phase team
meets every three weeks.
Throughout the school there are regular PD sessions and team discussions
about the process of learning with an emphasis on self and peer
assessment.
A Middle leader has responsibility for the development and expansion of
student responsibility and leadership across the school.
The Principal and Senior teams meet with students to discuss their levels of
engagement and responsibilities in and outside of school.
The school provides numerous extra-curricular opportunities for students
both within and outside of the classroom e.g. World Scholars Cup,
Committees, House Charities and events.
Every term the students receive an ATL Attitude to Learning - on a scale
of 1 4 and tutors / class teachers follow these up with conversations of
support /challenge.
The home learning and marking policy have been designed to maximise
student engagement and responsibility. The D - dialogue - of the SID
marking requires students to reflect upon their learning and what they can
do to improve their learning even further.
The School Parliament, CAS groups and year group committees enhance
further learning opportunities in and outside of the classroom.
The House and Committee structure provide opportunities for students to
develop their learning and leadership skills and experiences.
The Extra Curricular programme which includes intervention programmes is
well established and students take full advantage of these opportunities.
Through these programmes the less and more able students are supported
and challenged.
Students are actively involved in the target setting process used throughout
the school.
Students are actively encouraged to attend Parents Evenings and use their
reports to identify next steps during mentoring meetings at KS3 5.
Twice a term reports are sent home to parents with reference to ATL
Attitude to Learning - and student engagement. Tutors and subject
The GEMS Core Values are incorporated into every aspect of learning and
teaching.
The schools learning agenda is holistic and designed to enable all students
to develop transferable skills for the future.
The learning agenda at WIS is constantly reviewed to keep pace with the
rapid technological developments and ever changing demands of the 21st
century e.g. D Thinking, Thinking Schools, Digital learning / BYOD.
Planning across the school highlights the importance of the learner profile
within all areas of learning.
The school uses its PD and coaching programme to ensure that the best
current educational practice from around the world is shared and
developed.
The wide variety of enriching extra-curricular activities exists that allow
students to demonstrate real world thinking that shows a very clear
understanding of learning beyond the classroom.
The development of the integrated pathway at KS4 and 5 provides our
Phase 1
Phase 2
Phase 3
Phase 4
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Our Reflection:
In the 2014 Inspection GWIS was found to be Outstanding across all phases. We
believe that these judgements remain secure.
Attitudes
Whole School
WIS students across the school show respect for one another and for staff.
They demonstrate excellent standards of behaviour and outstanding
attitudes towards their learning.
Our students [85+ different nationalities] are socially and culturally aware
and demonstrate high levels of consideration, mutual respect and
tolerance.
Our students are exceptionally self-confident in the way they present
themselves both in and outside of school.
Students are highly reflective and receptive to critical feedback from their
teachers and tutors. Where additional support is required students are
confident to request / seek it for themselves.
Student leadership opportunities have expanded this year. Head students
are in place in Key stages 2, 3, 4 and 5 and numerous other leadership roles
across the majority of year groups e.g. House Captains, Vice Captains,
Committee leadership roles, Senior Prefects, tutor and class reps.
House captains are responsible for creating and presenting the house
assemblies which include students from Year 4 to Year 13.
Our students have a strong sense of personal responsibility and freely show
independence of mind. The Principal and Heads of School meet with
students regularly to listen to their views and opinions and suggestions for
further school improvement.
A strong committee structure is in place throughout the school. Students
lead these committees in their year groups and across the phases.
The Student Parliament is in place - Yr 3 13 and comprises of all Head and
Deputy Head Students. The Parliament reports to the Senior Team once a
half term.
Phase 3 and 4
All students are fully aware of their rights and their responsibilities and the
importance of being self-disciplined and accountable for their actions.
There is a clear, concise and positive behaviour management policy which
is understood by all. This policy is based upon the UN Rights and
Responsibilities of the Child.
Rewards are consistently used to positively encourage exceptionally high
standards of behaviour.
Sanctions are fair and clear, age related and consistently used across the
whole school.
Our students are extremely responsible, respond well to their peers and are
able to resolve any difficulties in a mature manner in a variety of different
contexts.
All staff manage behaviour in a highly skilled, respectful and appropriate
manner. There is a spirit of mutual respect within the school community.
All staff across the school are adept at promoting excellent relationships
between students and all the adults in the school. A highly effective and
positive approach to relationships and behaviour ensures that behaviour
management issues are handled in a consistent and effective manner.
Termly data capture is analysed for students attitudes to learning and this is
celebrated or intervention strategies implemented, where necessary.
All staff are responsible for ensuring students are appropriately dressed and
their behaviour reflects the high expectations of our school.
Phase 1 and 2
Phase 3 and 4
2.2
Cultural Awareness
Our Reflection:
2.2 Understanding of Islamic values and awareness of Emirati and world
cultures
Our Reflection:
Community involvement:
At WIS our students in all phases are responsible and contribute actively to
the life of the school and wider community. They demonstrate high levels of
independence and show respect and consideration for the needs of others.
In all phases via the House system students have nominated 4 local
Childrens Charity to work in partnership with. Raising awareness of
disability within the UAE.
All Wellington students are actively involved in the development of their
school community and the GEMS network. Students are part of councils,
committees and other programmes such as student observers and
researchers and as such, have significant impact on the development of the
school.
In Phase 3 & 4 Students are actively engaged in local volunteering
programs for Duke of Edinburgh and CAS initiatives.
All our students have exceptionally positive work ethic. The play an active
in role in their committee structures across the school. Their ideas are
highly creative and resourceful.
Students in all phases have a clear understanding of the factors which
characterise Dubais success and take part in many different enterprise
projects to develop their key skills even further.
Students in all phases engage in Global Entrepreneur Week.
Students feel positive about the contributions they make to the success of
Dubai.
Phase 1
Phase 2
Phase 3
Phase 4
Outstandin
g
Outstandin
g
Outstandin
g
Outstandin
g
3.2 Assessment
Outstandin
g
Outstandin
g
Outstandin
g
Outstandin
g
All teachers at Key Stage 5 have or will shortly be receiving the necessary
IB accredited training.
All IB teachers have access to the online PD forums of the IBCC.
Schemes of Learning are created in the form of unit plans which are
reviewed and developed on an annual basis. These schemes are designed
to allow for individual teachers style and skill set.
The school provides all teachers with a lesson planning proforma that is
used across the school and identifies timings, resources as well as progress
and differentiation.
There are consistent guidelines and expectations around lesson planning
and examples of best practice are shared across teams. Exemplar
materials are shared within and across teams.
Our lesson observation cycle includes the submission of a detailed lesson
plan in advance of the observation.
Cross phase meetings have been incorporated into the middle leadership
meeting cycle. These have led to an even greater understanding of
planning, curriculum, transition and assessment practices across KS 1 5.
Subject overviews are in place outlining Curriculum, Assessment, Parental
Engagement opportunities and MER hypothesis for Key stage 1 5
inclusive.
All classrooms are equipped with wireless technology, speakers,
whiteboards and projectors. Additionally Digital Drivers have been
identified in each Year & Curriculum Team.
Each team has a VLE representative to support with every teacher using
the learning platform as an effective learning resource.
The Ace senior leaders carry out lesson observations of LSAs to ensure
these resources are maximised and maintained.
Teachers make full use of the schools outstanding facilities both within and
outside of their classrooms such as our Library, TV studio and Theatre.
Laptop trolleys are widely used by all curriculum areas to enhance student
learning.
Sets of iPads are used across both phases. Visualisers and other media
equipment are able to be booked from the library or Media Department.
Bring Your Own Device scheme has been rolled out across the school since
September 2014 and will be integrated in all areas of learning in
September.
Phase 1 & 2
All Primary classes have additional learning support from an LSA younger
students one per class and older students have three per year group. LSAs
across the school work with the teacher to support student learning.
Medium and short term planning is shared with LSAs.
A whole school marking policy is in place across the school which clearly
defines the schools expectation for all teachers. Through regular book
scrutinies these policies are regularly reviewed by Curriculum and Year
Leaders.
The marking policy [ SID Strength, Improvement & Dialogue] places high
importance upon students being involved in their own learning and active
in discussions about their progress.
Our lesson planning proforma and observation feedback proforma allow for
detailed feedback on questioning. In the former teachers identify key
questions for the lesson.
Observations have shown excellent use of higher order questioning to
encourage students to think at a much more profound level about their
learning.
Students are encouraged to attend Parents Evenings with their parents and
are part of the dialogue to review their progress and next steps.
After each Data Capture [x6 a year ] individual student progress is reviewed
and where needed, interventions put in place to support.
Phase 3 & 4
3.2 Assessment
Evidence sources:School Monitoring Evaluating and Review Cycle, Policy, Outcomes of internal
and External Lesson Observations,
Our Reflection:
3.2 Assessment
Assessment systems and processes
Whole School
At each data capture every class teacher analyses the progress of their
students and the progress made by particular groups of learners.
Curriculum / Year Leaders then analyse their teams data and attend an
accountability meetings to review progress made. Intervention planning is
a key outcome from this process.
Student data is regularly reviewed and discussed at Curriculum / Year
meetings. Here best practice / raising achievement strategies are shared.
Cross phase moderation is taking place for all core and Creative Curriculum
subject areas.
Phase 3&4
The GWIS calculator is used by all Key Stage 4 and 5 teachers and provides
bespoke grade analysis which guide further teacher / student / parent
dialogue and interventions.
Moderation and standardisation takes place within the school. At IB teams
work with other schools to moderate work to ensure accuracy of
assessment data.
Level of teachers knowledge of their students strengths and
weaknesses
Whole School
On average all students receive three reports per year. These detail the
current grades, attitudes to learning and progress check for all. Parent
evening interviews are used to share this data and review progress and the
next steps.
The WIS Marking Policy incorporates next steps statements and gives the
opportunity for ongoing dialogue.
All SEN Support 3 students have Individual Education Plans. These are
accessed by all teachers. These are shared with the student, parent,
teachers and LSAs. They are regularly reviewed especially after each data
capture.
Seating plans are regularly reviewed to enhance learning outcomes for
students and their performance across the curriculum
All Emirati students have individual profiles which include targets and
current data. Their performance is reviewed on a regular basis by teachers
and tutors.
Phase 3&4
The schools Marking Policy sets out clear and high expectations on the
feedback to students. Strengths and areas for improvement are commented
upon and effective dialogue takes place between the teacher and student
SID marking.
There is a common language of assessment which is understood by all
teachers, students and parents and across all phases.
Students have detailed written feedback in their exercise books which they
regularly refer to.
An ongoing cycle of MER (Monitoring, Evaluation and Review) is embedded
across the school and is led by Middle Leaders. Through our MER processes
for regular student reviews of oral and written feedback and their progress
take place. All Middle Leaders are leaders in this process.
All staff have challenging and robust PM objectives which are driven by the
priorities of the school one of which is specifically focused on student
progress.
Regular Learning and Progress Conversations take place which ensures that
the quality of learning is constantly improving across the school.
Robust assessment strategies ensure that students are aware of their
current levels of attainment and take responsibility for the next steps in
their learning.
As a result of our high quality induction processes low staff turnover has a
positive impact on learning.
The MER schedule has been embedded across the school and is impacting
upon raising standards in teaching and assessment.
Phase 1 & 2
All EYFS and Year 1 have undergone intensive training to support student
progress and outcomes.
An online assessment program Fingertips Online has been introduced in
Foundation Stage to support assessment and learning.
Curriculum
Enter your judgement for the phase(s) in your school
Phase 1
Phase 2
Phase 3
Phase 4
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Outstandi
ng
Our Reflection:
In the 2014 Inspection GWIS was found to be Outstanding across all
phases.
We believe that these judgments remain secure.
Rationale, balance and planning
A full and in depth review of the 2014 Curriculum has taken place and plans
adjusted. We now have a bespoke Curriculum based upon the National
Curriculum for England.
Curriculum Leaders / Subject Co-ordinators in the school keep up-to-date
with curriculum developments / revisions to the National Curriculum
framework as well as IB developments.
Throughout the year teams are constantly reflecting and evaluating their
curriculum offer to ensure high quality provision for all.
The ACE team play a key role in overseeing the curriculum offer for all SEN
and Emirati students and provide advice and support where needed.
All Year Leaders complete cohort analysis of their year groups which inform
the potential curriculum offer needed e.g. Introduction of Level 1 courses
for our current Year 8 cohort from September 2014.
Ongoing professional development [PD] opportunities are provided through
curriculum based staff meetings, internal PD and external courses.
Detailed analysis at FS, KS1 - 5 takes place every June / September and
after each Data Capture which include a Curriculum Review.
Network meetings have been set up across schools in Dubai and focus on
curriculum development and sharing best practice to which WIS attends.
Each year WIS has been part of the KHDAs What Works Conference at
teacher and student level.
WIS is a key player in outreach work and networks across Dubai.
Excellent curriculum information evenings are held throughout the year and
are exceptionally well attended. In addition curriculum information
booklets are available to parents on our website.
Parent / student feedback is invaluable to us. This is incorporated into our
final curriculum offers e.g. Year 10 Curriculum 2014 increasing the
Language Offer.
The staff analysis of the curriculum takes place in November of each year
and informs the staffing need and teaching expertise / recruitment for the
January of the following year.
Cross Curricular projects take place across Curriculum and Year Groups.
These support the embedding of learning skills for our students e.g. Arabic
Language Day, Science Day & World Book Day.
Educational trips and visits support cross curricular links .
Enrichment
Our Reflection:
Curricular Choices
Each year the curriculum offer is reviewed and further developed in line
with the cohort and cohorts coming through e.g. BTEC Level 2 in Business,
Creative and Media, Astronomy, Dual Language learners.
Careers education from Year 9 provides our learners with excellent advice
to inform their curriculum choices at Year 10 and Year 12 and beyond.
The IB Co-ordinator regularly reviews the learning pathways for Post 16
learners and adjusts where needed to support learners.
Parents are guided, supported and involved in the curricular offer process.
Phase 1
Phase 2
Phase 3
Phase 4
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Our Reflection:
In the 2014 Inspection GWIS was found to be Outstanding across all phases.
We believe that these judgements remain secure.
Health & Safety, Care and welfare of students including Child Protection
Whole School
Quality of maintenance and record keeping; for example, fire drills and
medicines, together with records of incidents and subsequent actions
Whole School
The school has regular evacuation drills which are timed and evaluated.
All staff are clear about their roles and responsibilities during such an
event. These have been supported by the Civil Defence and deemed
Outstanding.
The school has procedures for a wide range of critical incidents.
The school counsellors keep records and provide half termly analysis. A
student watch group meets every month comprising of the designated
Child Protection Officers, SENCOs and School Counsellors. Class teachers
maintain behaviour logs. Year Leaders monitor the overview of behaviour
including bullying and racial incidents.
The accident file is kept within the Nurses offices.
The school has an on-site maintenance team which regularly checks the
school to ensure that safety is upheld at all times.
Regular Health and Safety walks are carried out and documented. Students
with disabilities are able to access the lifts and thereby gain access to all
parts of the school.
There are personalised evacuation plans for students with special needs.
Healthy living is systematically built into and promoted in all aspects of the
school including the Curriculum Enrichment Programme and PSHE.
Across all Year Groups - all students receive the required timetable
allocation of Physical Education.
A catering review team has been set up to quality assure and continue to
improve our provision.
In the 2014 Inspection GWIS was found to be Outstanding across all phases.
We believe that these judgements remain secure.
Staff Student Relationships
Whole school
There is a clear attendance policy with a stepped process for dealing with
Punctuality
Whole school
Disorder.
We offer extensive support; Counsellors, ACe teachers and LSAs offer
support across the phases. This support and guidance extends to parents.
Individual Student Personal Profiles inform staff of the strategies to be used
to ensure learning takes place.
The school has developed student friendly Individual Education Plans.
These reviews always take place with parent and student.
A member of the SLT team leads on the 3 18 Gifted and Talented strategy.
Phase 1 and 2
Phase 3 and 4
Overall
6.1 Quality of leadership
Outstanding
Outstanding
Outstanding
6.4 Governance
Outstanding
Outstanding
Our Reflection:
In the 2014 Inspection GWIS was found to be Outstanding across all .We believe
that these judgments remain secure.
6.1 Quality of Leadership
Leadership teams have a clear vision and sense of direction evidenced by the
priorities within the School Improvement Plan. This is focused on continually
raising students progress and achievement.
A new through school vision was developed in the summer of 2014 and
involved consultation and collaboration with all stakeholders within the school.
Our Reflection:
All leaders across the school demonstrate a strong commitment to school
improvement. Self-evaluation and improvement planning are outstanding.
Our comprehensive MER process of monitoring and evaluation is in place
across the school including teaching and learning, curriculum provision and
student progress.
Detailed data analysis from half termly assessments form part of our
monitoring cycle and identify areas of progress and potential under-achievement.
Intervention planning and its impact are regularly reviewed as part of this
process.
Clear processes are in place across the school which impact upon school
improvement planning which include data analysis, questionnaires, scrutinys,
student interviews and team reviews. The results inform our review processes
which include the accurate identification of high quality CPD.
School leaders effectively track and evaluate progress over time. Early
identification allows the school to review and adapt strategy where necessary
Our Reflection:
The school has a long standing commitment to Parental Engagement activities
and involving parents in the life of the school. Partnerships with parents and the
community are outstanding.
Parents are kept informed through a variety of methods e.g. newsletters,
reports, workshops, parents evenings and curriculum booklets.
The school operates an open door policy where parental views are welcomed
and listened to.
A wide range of community links have been established which offer an
extensive range of opportunities for all.
Our parent association WISPA is very active throughout the school. Activities
include the organization of whole school events, supporting after school activities,
6.4 Governance
Evidence sources: Principals Performance Management, WISC minutes and feedback, GEMS
Corporate Office Support and Monitoring
Our Reflection:
WIS is a GEMS school. The GEMS Company is the largest global provider of
private education and his therefore highly experienced in providing clear,
dynamic and innovative leadership and management for its schools.
WIS is supported by the corporate team of professionals, ranging from HR to
legal advisors, recruitment personnel to ICT strategic support and PD to
educational strategic development expertise.
The Principal and the staff at GWIS are supported fully through this network.
In addition, the Principal is line managed currently by the Director of
International Schools who retains an oversight on for the workings of the schools
in the UAE network.
The Principal is monitored by means of a performance management system
and developing areas of feedback such as surveys parental and staff. This
informs planning and decision making.
Principals are held accountable for all day to day matters by a variety of teams
at corporate level ranging from financial control to admissions: from parental
engagement to marketing.
In addition, Principals are managed by means of educational and business
operations type meetings, chaired by senior corporate staff who are by these
means kept fully aware of key developments at a school and company level.
Decisions taken at such corporate level ensure that the commitment to parents
and customers is kept and Principals are held accountable for the development of
said relationship and delivery.
An established parent group [WIS Council] is in place which comprises three
separate committees. This group is proactively involved in reviewing and
developing the schools self-evaluation processes. This group allows parents to
be part of the decision making processes and hold the school to account.
An ongoing process of GEMS reviews takes place whereby a trained team from
GEMS schools visit other schools and validate [ or not ] the schools own selfevaluation and act as a critical friend and help to identify strategy and redefine
priorities.
The school regularly consults with parents and incorporates their feedback e.g.
Home Learning, behaviour policy and reports into school improvement strategy.
Our Reflection:
Recruiting procedures ensure that all teachers employed in the school have
appropriate teaching qualifications, expertise in the curriculum and a shared
ethos of quality education with a strong focus on learning.
Regular learning walks show that corridors and classrooms are vibrant and
celebrate learning successfully. Specialist teaching spaces and high quality
facilities provide a generous and stimulating learning environment both in and
outside of the classroom.
The management, staffing, facilities and resources are outstanding. These are
all effectively utilised to enhance student learning.
A relevant training programme provides opportunities for all teachers and
classroom assistants.
Students have very good access to information technology which is an
integrated part of their learning.
Aspects /
QIs
1.1 Islamic
Education Attainment
1.1 Islamic
Education Progress
1.1 Arabic As A
First Language Attainment
1.1 Arabic As An
Additional
Language Attainment
1.1 Arabic As An
Additional
Language -
Change
between
SEF 201314 & SEF
2014-15
Phases
Year
Phase 1
Phase 2
Phase 3
Phase 4
Inspectio
n 201314
N/A
Good
Acceptable
Acceptabl
e
SEF
2013-14
N/A
Good
Good
Acceptabl
e
SEF
2014-15
N/A
Good
Acceptable
Acceptabl
e
inspectio
n 201314
N/A
Good
Acceptable
Acceptabl
e
SEF
2013-14
N/A
Good
Good
Acceptabl
e
SEF
2014-15
N/A
Good
Good
Good
Inspectio
n 201314
N/A
Acceptabl
e
Unsatisfact
ory
Acceptabl
e
SEF
2013-14
N/A
Good
Acceptable
Acceptabl
e
SEF
2014-15
N/A
Good
Acceptable
Acceptabl
e
inspectio
n 201314
N/A
Acceptabl
e
Acceptable
Acceptabl
e
SEF
2013-14
N/A
Good
Acceptable
Acceptabl
e
SEF
2014-15
N/A
Good
Good
Good
Inspectio
n 201314
N/A
Acceptabl
e
Acceptable
N/A
SEF
2013-14
N/A
Acceptabl
e
Acceptable
N/A
SEF
2014-15
N/A
Acceptabl
e
Acceptable
Good
N/A
Good
Good
N/A
inspectio
n 201314
N/A
Aspects /
QIs
Progress
1.1 Science
Progress
Change
between
SEF 201314 & SEF
2014-15
Phases
Year
Phase 1
Phase 2
Phase 3
Phase 4
SEF
2013-14
N/A
Good
Good
N/A
SEF
2014-15
N/A
Good
Good
Good
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Good
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
N/A
N/A
N/A
N/A
N/A
Aspects /
QIs
2.1 Personal
responsibility
2.2 Cultural
Awareness
3.2 Assessment
4.1 Curriculum
Quality
Change
between
SEF 201314 & SEF
2014-15
Phases
Year
Phase 1
Phase 2
Phase 3
Phase 4
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Aspects /
QIs
4.2 Curriculum
design to meet the
individual needs of
students
6.2 Self-evaluation
and improvement
planning
Phase 1
Phase 2
Phase 3
Phase 4
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Inspectio
n 201314
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2013-14
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
SEF
2014-15
Outstandi
ng
Outstandi
ng
Outstandin
g
Outstandi
ng
Outstanding
SEF
2014-15
Outstanding
Inspectio
n 201314
Outstanding
SEF
2013-14
Outstanding
Outstanding
SEF
2013-14
Outstanding
Inspectio
n 201314
N/A
N/A
N/A
N/A
N/A
Outstanding
Inspectio
n 201314
SEF
2014-15
Outstanding
SEF
2013-14
SEF
2014-15
6.4 Governance
Phases
Year
Inspectio
n 201314
6.1 Quality of
leadership
Change
between
SEF 201314 & SEF
2014-15
Outstanding
Outstanding
N/A
Aspects /
QIs
Phases
Year
Phase 1
6.5 Management,
including staffing,
facilities and
resources
Overall
Performance
Phase 2
Phase 3
SEF
2013-14
Good
SEF
2014-15
Outstanding
Inspectio
n 201314
Outstanding
SEF
2013-14
Outstanding
SEF
2014-15
Change
between
SEF 201314 & SEF
2014-15
Phase 4
N/A
Outstanding
Inspectio
n 201314
Outstanding
SEF
2013-14
Outstanding
SEF
2014-15
Outstanding
N/A
OVERALL PERFORMANCE
Enter your judgement for the phase(s) in your school
Overall
7.The overall performance of our school is
Outstanding
Our last inspection from DSIB in January 2014 rated the overall performance of
the school as Outstanding. We believe that this judgement remains secure.
The school is fully compliant with all statuary requirements
Progress and attainment are at least good with the majority being outstanding
across the school
All aspects of students personal and social development are outstanding
throughout the school
Students demonstrate outstanding attitudes towards their learning and enjoy
school
Behaviour is exemplary with a strong appreciation given to local traditions
and cultures in the international context, as well as Islam
Teachers have and excellent knowledge of their subjects and produce
consistently high quality planning for a wide range of student needs. The quality
of learning and teaching is Outstanding
Teachers collaborate with colleagues to maximize opportunities for learning
focused on critical thinking, active learning, problem solving and enquiry
WIS has an extremely strong learning ethos
Celebration of learning is explicit and highly developed
Excellent assessment and reporting systems are in place to ensure students
understand and take responsibility for what they have learned
The curriculum is extremely well designed to allow for individualised learning
at all levels of the ability range and provides depth and breadth
School self evaluation is honest, accurate and insightful which in turn drives
an excellent improvement planning cycle forward
There is a safe and secure environment for all, with respectful partnerships
between staff, students and parents
Facilities within the school are excellent and used effectively to maximize
learning
Partnerships with parents and the community are outstanding but are
constantly under review for further development.