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Elementary/Primary
Teaching enables all students to gain access to the curriculum and to have the opportunities for success in their learning, relative to their abilities.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
KG classrooms and teaching strategies are designed to accommodate varied learning styles and needs through the use of songs, storytelling, arts and crafts, learning corners, and dramatic play. Students were observed using varied materials which allow for differentiation. Substantial documentation and both teacher and parent interviews support that students receive individualized support to be successful in both their learning and social/emotional development. Through various types of assessment and observation, teachers identify students who may be in need of further individualized intervention in specific areas of learning, which is given as needed in an after school program. On a weekly basis, parents are provided with additional, optional learning resources to enrich their child's learning at home.
Commendations : None at this time.
Recommendations : None at this time.
There are effective procedures in place, supported by policies, to identify the varied needs of students, both at admission and whilst enrolled, to ensure that all students may benefit from the school's programmes.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
The school follows the requirements of the Ministry of Education with regards to admissions placement based on age, and denial of admission for students with physical disabilities or developmental disorders (schools are required to have a special license for this provision). An assessment interview is done with prospective children and an admissions committee made up of the KG principal and coordinator make admissions and placement decisions. The school provides teachers with professional development opportunities on a variety of topics including play-based and differentiated learning.
Teachers keep detailed records of assessments and observations, which are put into internal monthly narrative reports. Teachers provide some intervention services as needed, and families are referred to an external agency if a child is recommended for evaluation for special learning needs, gifts or talents.
Commendations : None at this time.
Recommendations : None at this time.
Teaching and the assessment of learning are monitored and evaluated in a planned manner in response to students' needs, data from varied assessment of students' learning and reflection upon pedagogy.
Self Ratings : Met
Evaluator Ratings : et
Evaluator Response
The KG section has its own age-appropriate assessment policy which considers children's academic, social and emotional development, and school-readiness skills. Varied activities provide opportunities for children to learn and demonstrate their learning according to their needs and learning styles. Children were observed making use of learning corners, and being guided by the teachers to differentiated activities within the corners. Teachers report having sufficient time on a daily and weekly basis to review and update assessment data, and use the information to collaboratively plan future lessons.
Commendations : None at this time.
Recommendations : None at this time.
Students' progress is tracked systematically, using a range of achievement data in order to support the students in maximising their potential.
Self Ratings : Met
Evaluator Ratings: Met
Evaluator Response
Evidence confirms that teachers regularly conduct diagnostic, formative and summative assessments for students. Monthly narrative reports regarding each student's academic progress and behavior are created and maintained by the KG teachers, caretaker, and principal, and compiled into a personalized end-of-year report for each student. Parents attend open days and receive biannual reports on their child's progress. Parents express satisfaction with the clarity and thoroughness of information provided. The pedagogical leadership team further reviews this data to evaluate overall program effectiveness.
Commendations : None at this time.
Recommendations : None at this time.
Teaching engages the students in their learning to ensure that planned learning outcomes may be achieved.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
Students were observed sharing their learning in age-appropriate ways during circle/group time and shared reading. Evidence suggests that students have plentiful opportunities for social interaction during the day both in the classroom and during cooperative play times. Special events are regularly scheduled for students to share or celebrate with the school community including parents. In line with the school's guiding statements, parents are highly involved in school life and express high levels of satisfaction.
Commendations : one at this time.
Recommendations : None at this time.
The assessment of students' learning and its reporting is based on clear, shared and intelligible criteria that represent the attainment of knowledge, understanding, skills and behaviours.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
Reporting to parents about assessment is thorough and clear. Parents express that the school staff are responsive to questions and clear in their communication. Although not observed during this visit, evidence suggests that in age-appropriate ways, students are able to express understanding of learning activities and assessments. Teachers organize and deliver lessons in a structured, clear way and students appear comfortable with class routines.
Commendations : None at this time.
Recommendations : None at this time.
Teaching draws on appropriate cultural and authentic contexts to provide meaning to the students in their intercultural development.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
Story time, circle activities, and special events provide opportunities for KG students to hear and learn about different communities and cultures. Manipulative materials such as globes and dress-up clothing help bring intercultural learning into the KG classroom in age-appropriate ways. The teachers and the pedagogical leadership team express a desire to continue incorporating intercultural learning into school life in thoughtful, age-appropriate ways.
Commendations: None at this time.
Recommendations :
Domain D Standard 7 - The KG pedagogical leadership team expand their attempts to incorporate intercultural learning in age-appropriate ways to strengthen students' awareness and understanding of others in the global community.
A range of high quality media and information technology is used meaningfully to enrich the quality of the students' learning.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
The school provides evidence of investment in technology as a communication tool such as with Zoom and Google Classroom. Teachers make frequent use of video, audio, and slide presentations to engage student interest and enrich learning. Although documentation indicated the use of IQ boards, computer desktops and headphones, student use of these resources was not observed.
Commendations : None at this time.
Recommendations :
Domain D Standard 8 - KG teachers and pedagogical leadership team explore ways to incorporate further student use of technology in the classroom to provide differentiation opportunities and to broaden student experience as digital learners.
There are formal processes in place for recording, analysing, and reporting evidence of both school-wide achievement and individual student's performance to parents and other appropriate stakeholders as a means of measuring success in meeting stated goals.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
In line with the school's guiding statements, the progress and development of KG students is tracked in academic, social, and behavioral realms in preparation for school readiness. A system of regular formative and summative assessment, monthly narrative reports, and end-of-year assessments is well documented. Feedback from interviews and the community survey indicate that parents feel well-informed of their child's progress. KG and primary sections of the school communicate at the leadership level to share student achievement data, but there is little evidence of teacher sharing and collaboration across sections and campuses of the school.
Commendations : None at this time.
Recommendations :
Domain D Standard 9 - The pedagogical leadership team open further channels of communication among teachers of the KG and primary sections to build understanding of student needs and achievements as they progress from one level to another in the school.
There is sufficient teaching time allocated throughout the school to enable the planned curriculum to be taught effectively.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
KG schedules align with the requirements of the Kindergarten Directorate, balance language learning in Arabic and English, and meet children's developmental needs. Routines are well established and time is allocated for structured activities and free play in environments that are clean and well resourced. Shared facilities such as playgrounds, dramatic play and sand areas are centrally scheduled to ensure equal access among all students.
Commendations : None at this time.
Recommendations : None at this time.
Students with specific learning needs, including gifted and talented students, are given support from suitably qualified personnel to gain access to the curriculum and to make suitable progress, relative to their capabilities.
Self Ratings : Met
Evaluator Ratings :Met
Evaluator Response
In evidence and interviews, KG teachers confirm high levels of satisfaction with the school's support for their training and professional development, and high levels of commitment to providing individualized, personal instruction and care which meets the needs of each child. Parents express that the main factor in their choice of school is the teachers: "Teachers are the hallmark of APG School." All stakeholders express high levels of satisfaction in the KG campus facilities, the resources, and the individualized attention given for each child with an appropriate balance of challenge and support.
Commendations
Domain D Standard 11 – The KG teachers and principal for creating an appropriately challenging and supportive environment where each student's learning and developmental needs are met.
Recommendations : None at this time.
Students with specific language needs are given support from suitably qualified personnel to gain access to the curriculum and to make suitable progress, relative to their capabilities.
Self Ratings: Met
Evaluator Ratings : Met
Evaluator Response
The school follows Ministry of Education guidelines for Arabic language learning and thematic units, enhanced in line with the school's needs grounded in the guiding statements, and aligned with the school's curriculum in English. Evidence and observation confirm bilingual language support for students, parents, and the school community in Arabic and English. The classrooms are language rich, and the learning resource room is well stocked with age appropriate reading material in both Arabic and English. Teachers describe a variety of professional development opportunities both internally and externally to build their understanding of language learning strategies, for example through Jolly Phonics.
The pedagogical leadership team clarified in interviews that while the school used to offer enrichment courses in French, these were discontinued after further review and consideration of the developmental needs of young children to strengthen their home language (Arabic) and English. The school shares both Arabic and English enrichment materials with parents on a weekly basis to encourage at-home support and participation in language learning activities.
Commendations : None at this time.
Recommendations : None at this time.
As a result of the self-evaluation, the school identifies the actions necessary to strengthen this aspect of school life. The Self-Study should be action-orientated, with evidence-based evaluation leading to informed planning and proposed actions, in line with the school's Guiding Statements.
Self Ratings : No Rating
Evaluator Ratings : No Rating
Evaluator Response
In a child-centered approach for young children, APG Kindergarten provides an environment with varied activities for students to actively engage in learning. Through differentiated activities in learning corners and creative play areas, students are able to explore different learning styles and experience success in their growth and progress.
Teachers assess student progress through both formative and summative assessments, and direct observation during class activities. Monthly narrative reports are kept internally and reviewed by the pedagogical leadership team and teachers to determine program effectiveness and inform any needed adjustments. Parents are invited to multiple Open Days to learn more about the school's programs and their child's progress. Students who struggle with any aspect of their development are monitored and receive additional teacher support through re-teaching or intervention lessons.
Students share their learning and skills with the community, and build self-confidence and communication skills, through events such as Poetry Day and Show and Tell. School staff
are beginning attempts to integrate digital learning and global citizenship awareness in age-appropriate, meaningful ways.
Commendations : Please refer to commendations under individual standards for this domain.
Recommendations : Please refer to commendations under individual standards for this domain.
Domain D Evaluative Commentary - TE (Early Childhood)
The school uses the Essential Questions and Guided Development Questions to inform its investigation and support the gathering of evidence and self-evaluation against the Standards in the Domain.
Self Ratings : No Rating
Evaluator Ratings : No Rating
Evaluator Response : none
Commendations : none
Recommendations : none