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PRIMARY / ELEMENTARY
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
The school follows strict curriculum guidelines from the Kingdom of Bahrain Education & Training Quality Authority (BQA) and as such needs to make modifications sensitively. The pedagogical leadership team shared that whilst plans are disseminated centrally in line with BQA guidelines there is an expectation for teachers to modify these plans for their classes and differentiate based on the needs of the students through methods such as questioning, lesson objectives, and the output expected of students. The leadership team also indicated that they monitor differentiation through learning walks, observations, and planning scrutinies. Although there were teachers present in meetings who confirmed these practices, this was not evident to the CIS evaluators in learning observations and in almost all lessons seen, students worked on the same tasks throughout. In the student meeting, when asked about differentiation and if they complete work different to their peers, one child proudly responded: “In school, we’re all the same, all equal...'', which whilst pleasing from a social perspective needs to be reviewed by the school in order to maximize student success.
Classroom environments in the primary school were generally warm and inviting, whilst this visit took place virtually, all students were friendly and keen to showcase their school. Furthermore, this visit was conducted during a period of tight restrictions in the wake of the COVID-19 pandemic and as such flexible seating arrangements, collaborative groupings, and direct student interaction were unable to be seen. Efforts were seen in lessons by teachers to have students sharing ideas on mini whiteboards to increase participation and in the best lessons, teachers had children building on each others answers during questioning. Both students and teachers were able to talk about different learning styles and recognized that different lessons required different planning and approaches, but there was little evidence observed during the visit of differentiation in lessons.
The school has a learning support team that work alongside and support teachers where students with special learning challenges are identified. Where appropriate, the learning support team work in tandem with outside agencies to acquire a specific diagnosis or understand how best to support a specific student. Based on the needs of the students, the learning support team allocate in-class support for particular curriculum lessons or times to allow them to best fulfill their potential. As necessary, the learning support team provide training for teachers either on a particular student or learning challenge.
Commendations
Domain D Standard 1 - The learning support team for working in close partnership with classroom teachers to ensure the best levels of support for students with special learning challenges.
Recommendations
Domain D Standard 1 - The pedagogical leadership team review effective differentiation practices and embed within the school to allow students at different ability levels to be successful.
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 learning support team are proactive members of the school community. Where specific needs are identified, most commonly through a referral by a class teacher, the learning support team observes and then provides support as appropriate. This can include seeking a diagnosis from an external specialist, providing 1-1 support for particular areas of need in the curriculum or providing support and training to class teachers with how best to support particular students.
The school has a clear admissions policy covering KG to grade 12, and there is evidence of recent revisions, the last taking place in 2020. There is reference within the policy to the school core values, in particular 'attaining high morals' and alignment with the guiding statements through the desire for students to become globally competent citizens.
Online platforms, such as ADL is used to provide support materials and where appropriate students receiving learning support also have an individual education plan (IEP) that is reviewed periodically. Curriculum coordinators and teachers meet weekly and made adaptations to the curriculum to ensure it is tailored to the needs to the children in classes to maximize academic attainment. Parents and teachers have the opportunity to refer children to an external gifted and talented program and those students often participate in competitions organized by the BQA. Whilst teachers and the pedagogical leadership team both confirmed this practice, the school would benefit from reviewing the school's internal provision for gifted and talented students as differentiation was not evident to the CIS evaluators in learning observations.
Commendations
Domain D Standard 2 - The learning support team for working in close partnership with class teachers which allows for students with special learning needs to receive the appropriate level of support and intervention.
Recommendations
Domain D Standard 2 - The pedagogical leadership team review internal provision for gifted and talented students which allow most able students to extend their learning.
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 : Met
Evaluator Response
As stated in standard D1; the pedagogical leadership team confirmed that whilst lesson plans are disseminated centrally in line with BQA guidelines there is an expectation that teachers modify these plans for their classes and differentiate based on the needs of the students through methods such as questioning, lesson objectives, and the output expected of students. The leadership team indicated that they monitor differentiation through learning walks, observations, and planning scrutinies. Although there were teachers present in meetings who confirmed these practices, this was not evident to the CIS evaluators in learning observations and in almost all lessons seen students worked on the same tasks throughout.
Teachers interviewed demonstrated an awareness of formative and summative assessment and the different role each plays in maximizing student achievement. The school was able to demonstrate, particularly through the use of the online platform ADL, how it has tailored assessment opportunities to the needs of individual children.
The school uses SIMS MIS as a platform to monitor, collate, and analyze student performance. The pedagogical leadership team including curriculum coordinators use the aspect analysis function within this program to review student performance. Where curriculum coordinators identify a trend, this is used to inform future planning and teaching.
Wednesday afternoon professional development meetings are used for coordinators to meet with teachers and share these findings.
An assessment policy is in place for the primary school. It prioritizes continuing formative assessment in lower elementary and a hybrid approach in upper elementary grades.
Commendations : None at this time.
Recommendations
Domain D Standard 3 (Major) - The pedagogical leadership team review effective differentiation practices and embed within the school to allow students at different ability levels to be successful.
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
The school uses SIMS as its MIS platform to systematically collect data and uses the aspect analysis functionality for the pedagogical leadership team to analyze student performance. Interviews confirmed that the pedagogical leadership team use this analysis to drive school improvement. Examples provided included offering catch up intervention classes to students with identified gaps and adjustments to the curriculum itself.
Parents are highly satisfied with communication from the school, they feel that teachers know their children well and commented on the efforts the school goes to in order to find out information about each child during the admission process. The school year is split into two semesters. During each semester a parent receives one mini report which is mainly data related and a full report at the end of each semester. Reports are complemented by one parent meeting per semester. There are open channels of communication between home and school and issues from either side in regard to student performance are dealt with quickly.
The main priority in early elementary assessment is continuous formative assessment; however, curriculum coordinators do provide consistency in this and teachers are able to compare outcomes and moderate. In upper elementary, as summative assessment opportunities are introduced, they are standardized and rubric based. Upper elementary students commented on receiving feedback from teachers that allowed them to know how they need to improve their work in future.
Commendations :
Domain D Standard 4 - The pedagogical leadership team for developing a sense of community and openness with parents which has created a collaborative approach to student progress.
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
As a result of the COVID-19 pandemic this visit was conducted virtually which restricted CIS evaluators from being inside classrooms physically. When asked during learning observations, children knew what their teacher expected of them and the task they had to complete. In interviews, students highlighted that lessons are generally clear, teachers are very supportive, and they don't hesitate to ask questions if needed.
In learning observations seen, students were engaged and responded to questions enthusiastically. It is clear that learners wish to contribute to lessons and teachers look to encourage participation. In several lessons seen teachers made reference to other countries linked to the lesson objective which engaged students and highlighted the global citizenship aims of the school.
Teachers used mini whiteboards frequently and the responses demonstrated showed children understood what they were learning and could articulate their understanding. Staff commented that in upper grade levels, students have opportunities to peer mark, however this was not observed in practice.
Planning and curriculum documentation indicates that learning is appropriately pitched for the age and stage of students across the school. However, as previously mentioned in regard to differentiation not being evident in lessons at the school, this has a direct impact on the level of challenge. Furthermore, all lessons observed were significantly teacher led, and this prevented students from being able to take initiative and showcase their potential.
Commendations : None at this time.
Recommendations
Domain D Standard 5 (major) - The pedagogical leadership team review child centered learning and embed practices within the school to enable students to demonstrate initiative and reach their full potential.
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
Both parents and students confirmed that they are familiar with the assessment gradings used by the school. The assessment policy is readily available to all stakeholders, and the pedagogical leadership team monitor to ensure that it is implemented in the school. Rubrics for performance tasks are shared with parents and students in a timely manner.
In all lessons seen, students were keen to answer questions and were readily encouraged to demonstrate their understanding on mini whiteboards. Using the ADL platform during distance learning the students were able to choose a method or medium that suited them to respond to assessment tasks, but this practice is not as evident during face to face learning.
Students are well engaged in class and understand that their effort and engagement will affect their attainment and assessment results. Students commented on being comfortable with asking questions to ensure they fully understand a topic to support their progress. The school value of perseverance underpins this attitude in ensuring the student effort gives them the best opportunity for success.
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
Working within the constraints of the BQA curriculum the school is taking steps to provide students experience of other cultures. This has been highlighted through the development of interdisciplinary projects and through the schools teaching and learning policy which references the extended curriculum. In several lessons seen teachers made references and examples to other countries. Prior to COVID-19, the school celebrated International Day which offered eating and cultural experiences from other countries, and this looks to resume as operating restrictions relax.
During the pandemic it has been more difficult for students to have genuine intercultural learning experiences; however, there was evidence of distance learning submissions and interdisciplinary projects that showcased the children having researched and prepared work based around other cultures. When asked about global citizenship students responded 'as being responsible for the earth' and were able to refer to lessons linked specifically to UNESCO and UN sustainable development goals linked to both Bahrain and other countries around the world.
Commendations : None at this time.
Recommendations : None at this time.
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 provided CIS evaluators with a timeline that highlights the technology journey the school has been on from 2008-2019 including the key acquisition of learning technology platforms such as SIMS, Managebac, and ADL. Teachers commented on the improvements they had seen during the last several years, including the addition of an online shared drive and access to their own computers. The main technology listed on the APG School technology map are related to the middle and high school sections, and further evidence is required on how the pedagogical leadership team intend to strategically develop the use of information technology in the primary school. BYOD policy currently exists within the high school but not in the primary school.
The ADL online platform is fully integrated with the school curriculum and has positive feedback from students and parents; however, as more students are returning to face to face education its use is no longer as effective. Parents commented on a need for the school to 'redefine and readjust' taking the best of pre-pandemic practices alongside what was learned from online distance learning to plan how technology can be used to best support learning.
There was some evidence of online platforms such as Oxford Owl being used to support a particular need within the curriculum. The use of videos and songs to encourage and engage learners was a consistent feature of lessons. Limited access to technology for students within the school and lessons makes it difficult for teachers to use technology as a method of differentiation or to encourage reluctant learners.
Commendations : None at this time.
Recommendations
Domain D Standard 8 - The pedagogical leadership team review the current BYOD policy within the school to increase technology use within the primary school and allow for greater integration, enrichment, and individualization.
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
At all levels the pedagogical leadership team have clear roles in the process of recording and analyzing data, and this is focused on supporting and improving student performance. Assessments take place in line with the published assessment policy and the school guiding statements with a strong focus on the whole child.
The school has a systematic approach to recording, analyzing, and reporting assessment information and uses the aspect analysis function of SIMS in order to evaluate individual student, group and whole school performance. The school leadership confirmed that within Bahrain there was not a need to submit assessment information to the government in primary years and as such there is little in the way of comparison to students elsewhere.
Workshops, parent meetings and guidance documents ensure that parents are clear in interpreting the assessment reports provided by the school. When interviewed, parents indicated high levels of satisfaction with the clarity and frequency of communication.
The pedagogical leadership team provided evidence of where they have analyzed student performance and made adaptations in offering extra intervention classes and in making changes to the curriculum.
As well as being sent home via the portal, student reports are retained on the SIMS MIS system. Both the pedagogical leadership team and parents commented that almost all children complete the KG to grade 12 journey at the school.
Commendations : None at this time.
Recommendations : None at this time.
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
The school has a regular schedule that is planned by the pedagogical leadership team in coordination with class teachers. The schedules are shared with parents and students through ADL and the official school social media channels.
The schedule is inputted to the SIMS MIS system to accurate timetabling and room use. The pedagogical leadership team have considered aspects such as, when children learn best, to prioritize the teaching of subjects and maximize engagement in learning tasks. In the primary school teachers are subject based rather than self contained home room teachers in an effort to maximize efficiency in the running of the timetable.
Allocation of teaching time is in line with local regulatory bodies and this is evidenced in all unit plans which display the minutes of instruction for compliancy.
During the COVID pandemic, the pedagogical leadership team reviewed the curriculum and streamlined content to ensure the core curriculum was covered. Now that face to face learning has recommenced, curriculum coordinators are integrating missed curriculum from the previous year into current lessons to ensure children catch up with missed learning. The school ADL platform is fully operational now and would be used in the event of any short-term disruption to school.
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
Where new equipment such interactive whiteboards or platforms such as ADL have been added into the provision offered by the school, training has been provided for the staff. This was confirmed in interviews with staff. Furthermore, they shared how valuable it is when they have the opportunity to share best practice in how to use equipment or resources together.
Where appropriate, the learning support team work in tandem with outside agencies to acquire a specific diagnosis or understand how best to support a specific student. Gifted and talented students access enrichment programs offered by the BQA and are encouraged to take part in externally validated awards such as IGCA.
The pedagogical leadership team are adapting the curriculum, through the inclusion of interdisciplinary projects, to make it more open and accessible for students. The use of mini whiteboards was seen consistently in lessons to encourage participation. Technology and media use is limited within the school and an increase in the availability of devices may result in greater levels personalization and challenge.
Staff commented on the frequency of professional development and that they feel well supported by the school. The pedagogical leadership team indicated that they monitor differentiation in lesson observations and learning walks and where issues have been identified they have signposted teachers to observe others in order to visually share best practice. Differentiation, however, was not evident in any lessons seen by CIS evaluators during the visit.
Commendations : None at this time.
Recommendations :
Domain D Standard 11 - The pedagogical leadership team review effective differentiation practices and provide significant professional development for teachers to improve the quality of differentiation in lessons.
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
Almost all teachers, teaching assistants, and the pedagogical leadership team themselves are second language learners and therefore have an acute awareness of the challenges this brings for their students. The school provides professional development on support for language learning for teachers both of the English and Arabic medium subjects.
The school reviews its admission policy periodically and in line with changing circumstances of the students. The pedagogical leadership team commented on the changing dynamics of Bahrain in the 21st Century and that now students are joining the school more fluent in English than Arabic and therefore more support is now provided in that subject.
When provided, the school accesses the English and Arabic support training provided by BQA through their Tamkeen entity. As previously mentioned, the learning support team also engage with local community specialists when appropriate.
Parents were glowing about the time the school takes to get to know their children as individuals. A particular highlight of this process were the detailed meetings that take place with parents during the admission and induction process.
The school is proudly Bahraini, it operates the curriculum in line with BQA directives and values the host county and student mother tongue of Arabic.
Commendations
Domain D Standard 11 - The pedagogical leadership team and teachers for their efforts in the induction process and throughout a child's educational journey to know them as individuals which allows them to provide specific support as necessary.
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
Individuals at APG feel cared for and valued. This was clear for students, parents and the staff across interviews and evidence provided for by the school. Parents referred to the personal relationships teachers and leadership create with them and their students. Staff commented on the amount of professional development they have received during their time at the school.
The school has created systematic and rigorous procedures for collecting data and curriculum coordinators and teachers could reference this being used as a driver for future learning and planning. Differentiation, whilst talked about during interviews by teachers and the pedagogical leadership team was not seen in lessons and this was also the finding of the team during the preparatory evaluation stage.
Commendations : Please refer to commendations under individual standards for this domain.
Recommendations : Please refer to recommendations under individual standards for this domain.
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