ADEK announces changes to school inspection system

Abu Dhabi Department of Education and Knowledge (ADEK) has announced a number of changes to the format and reporting system for its school inspections.

At the Private Schools Annual Forum, held in Abu Dhabi on September 25, ADEK announced it was scrapping its inspection bands in the published reports. Schools will now only be rated on the quality levels from Outstanding to Very Weak. Previously, schools rated Outstanding, Very Good and Good would full under Band A (high performing), schools rated Acceptable would fall under Band C (satisfactory), and schools rated Weak or Very Weak would fall under Band C (in need of significant improvement).

Abu Dhabi schools will also receive less notice ahead of school inspections, ADEK said. Schools will now be notified of their inspection five days before the date.

When school inspections first began in Abu Dhabi in 2009, schools were given 15 days' notice ahead of the inspectors' visit. This was reduced to 10 days from 2015 to 2017.

Starting this year, schools will be given five days to prepare for their impending inspections.

Earlier this month, ADEK announced the capital's top performing schools would face fewer inspections. Schools rated Outstanding and Very Good over three consecutive inspections will now be inspected once every four years. Schools in the capital are typically inspected once every two years.

PSQA executive director Hamad Al Dhaheri said: "Private schools in the Emirate of Abu Dhabi have been performing well on assessments, but there are some schools that require further improvement. We continue to aspire great results on national and international assessments, with focus on maintaining national identity and moral education across schools."

ADEK also highlighted key findings from the most recent round of inspections, from 2015/16 to 2016/17. According to ADEK, key areas for improvement across schools include attainment and progress in Arabic; development of students' critical thinking, problem solving and enterprise skills; and the promotion of innovation skills among students.

Schools were also encouraged to use assessment effectively to monitor whole school performance, and effectively identify and support students with special education needs, including those who are gifted and talented.

Other recommendations included development of middle leaders to monitor the quality of teaching and learning; data sharing of student achievements; engagement with the wider community and involvement of parents in everyday activities; and ensuring accountability by the board of governors.