KHDA What Works, Leadership.
Background and Structure of
Repton Dubai
An international school with a very distinctly British
flavour founded in 2008 and the Senior School in
2009.
Repton School is a KG- YR 13 British Curriculum and
IB Diploma school.
Uniquely for Dubai it is a sister school of Repton
School in Derbyshire UK founded 457 years ago.
Structure of Repton
Repton Dubai replicates all the best of the UK
Independent school curricula with suitable
adaptations to the educational needs of Dubai
and the UAE.
We share, a pastoral system based on the House
and Year group system as well as having boarding
houses for Senior Pupils.
a similar uniform as the UK School.
and an extensive programme of extra curricular
activities built into the school day.
Structure of Repton
The Junior School ( KG-Yr6) is 1600 strong
whilst the Senior School (Yrs 7-13) is currently
707.
Pupils come from 63 different nationalities
and we are proud of the fact that 11% of our
Pupils are Emirati and 40 % are UK passport
holders.
Self Evaluation Model
REVIEW
How are we doing?
MONITORING
EVIDENCE
Are we doing what we
have agreed?
How do we know?
VISION
ACTION
How well should
we be doing?
What will we do?
PLANNING
What is next?
Self Evaluation Process
Self Evaluation and the subsequent School
improvement plan are essential as the school is so
comparatively young.
Whilst at it's launch there was a clear aim and purpose
to the school, there has been the need to modify the
plan in light of the changes which have occurred.
For Inspection Purposes, as the school is all on one site,
all phases of the school are inspected together and
therefore there is a need to produce as concise and
precise Self Evaluation Document as possible.
Challenges of Self Evaluation
Size of the School.
Cross Phase Nature.
How to involve all the school community in
improvement Planning?
How to encompass the range of school in one
report and a concise plan?
Solutions
Horizontal and Vertical Academic Self
Examination
Pastoral and Academic.
Use of CIS Self Study Structure.
How we approach selfevaluation and improvement
planning
M.O.T
Horizontal
Quality Indicator
Vertical
M- Motivation
O - Ownership
T-Time
What worked.
- The Repton Senior School SEF -
What?
Self knowledge
Strengths
Weaknesses
Direction
-EVIDENCE IS KEY-
Benefits
Clear barometer of abilities
Clear direction
Full involvement of all
Ability to reflect on and debate what constitutes
good practice now and in the future.
Informs/aids refinement of Senior School
Development Plan
Drawbacks
For a new/growing school:
– Diversion of resources from urgent scaffolding and
refinement tasks
– Very short time lag in which to detect real
progress.
How
Academic
– Line Manager
– Heads of Department
• Department Level
• Key Stage Level
• Teacher Level
Pastoral and Support
– Line Manager
– Housemasters/Mistresses
• Cross House Level
• House Level
• Tutor Level
Contd
Succession of calendared meetings from Term
Start
Progress updates agendered at all
Departmental/Pastoral meetings
Clear tasks, milestones and deadlines at all
levels.
Constant monitoring by Senior Leaders.
Refinements
Greater involvement of teachers with Inspection
experience – particularly OFSTED or BSO.
Greater Pupil involvement – School Council.
Greater Parent involvement – Parents’ Forum.
Ensure inspection experience included as part of
desired skill set for new hires.
Earlier start: Summer term.
Review of How We Met Our
2012-13 Targets
Main Challenge:
How to determine progress in
Islamic Education?
SEF 2011-12:
What we had set out to
achieve
1.
To structure the syllabus in way in which it makes it possible to
determine the children’s progress
2.
To put level descriptors in place and to determine what core knowledge,
understanding and skills (KUS) pupils in each year group should cover
from the various elements provided by the KHDA Islamic Curriculum,
term by term
3.
To structure examination questions in such a way so as to assess,
children’s knowledge (key words), understanding (practice and relevance
of their beliefs to society) and skills (the application of necessary skills
such as the reading of the Holy Quran, which will enable them to
practice the tenets of Islam)
4.
Also, to structure their assessments and End-of-Term test scores along
the lines of the core units of learning.
Target 1: To structure the syllabus in way
in which it makes it possible to
determine the children’s progress.
Levels
3
Quran (Continuous)
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I can recall Surah Al-Faatiha
and ten short Surahs from
the Holy Quran applying
basic rules of Tajweed such
as the rules of: Izhaar and
Ikhfaa.
I can read verses from the
Holy Quran, which includes
the Sun and Moon letters
confidently.
I can write out in Arabic
Surah al-Fatihah and the
last five Surahs in Arabic.
I know the names of the
last 10 Surahs and can link
them to the Surahs
themselves when I see
them in writing.
Aqeedah (T1a)
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I can make links between some of
Allah’s names and Attributes to
prove that Allah is the only
Sustainer.
I understand why Allah alone
deserves to be worship.
I can recall the 5 Pillars of Islam
and the 6 Articles of Faith
Shahadah in Arabic and English.
I recall the content in a selection
of Quranic verses and Hadith texts
on Aqeedah.
I know 10 key Aqeedah words.
Seeratul Anbiyaa (T1b)
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I can recall the Arkaanul Imaan using
mind mapping notes.
I know the differences between a Prophet
and a Messenger.
I can identify the names of up to 5
Messengers and 5 Prophets mentioned in
the Holy Quran and previous books.
I can timeline ten events from the Holy
Prophet’s early life in Mecca up until
Muhammad (pbuh) became a prophet.
I can name the first people who became
Muslims.
I understand why his first wife, Khadejah
bint al-Khuwaylid (ra) was a Muslim role
model.
I can describe his journey in teaching his
friends and family about Islam.
I can recognize similarities and
differences between people and how we
should care for each other from the
Prophets relationship with Zaid Bin
Haarithah and others.
Target 2: To put level descriptors in
place and to determine what core
knowledge, understanding and skills
(KUSA).
ISL(b) Level 3/Grade E
• I can correctly link the definition of key religious vocabulary,
with their meanings or the opposite (Knowledge)
• I can link my own religious experiences and opinions with those
of other Muslims (Understanding)
• I can demonstrate religious practices that I have learnt (Skills)
• I can recall Quran and Hadith texts as well as du’aas which
inform my beliefs and practices in Islam (Ability)
Target 3a: To structure examination
questions to reflect learning
outcomes. Term 1a was used for
conducting Baseline Assessments
Aqeedah AO1: Levels 3-7
 Make links between the key words and definitions. (Level 3)
 Describe what any five key words mean – you will need to write more than
a sentence. (Level 4)
Target 3b: To structure examination
questions to reflect learning
outcomes. Term 1a was used for
conducting Baseline Assessments
Seerah AO2: Levels 3-7
 What experiences did the
Prophet (saw) face during each of
the various stages of the timeline
below (Level 3)
 Choose three stages in the
timeline below and describe what
took place within it. For each stage
you must come up with a question
someone may ask about information
in that stage and suggest an answer
to that question (Level 4)
Target 4: To structure their
assessments and End-of-Term test
scores along the lines of the core
units of learning
Making sense of assessment
results and grading
Understanding
Skills
Application
Key words