SCHOOL PRIOR INFORMATION AND …

1 1 Updated: Dec 2014 Compatible with 8th Edition (Version ) SCHOOL PRIOR INFORMATION AND REFLECTIONS & REPORT ON THE PRELIMINARY VISIT FOR Raffles International SCHOOL UAE Visit Dates: 28-September-2015 to 01-October-2015 Preliminary Visitors: SSEO Christine Bayliss SCHOOL Support and Evaluation Officer Council of International Schools SSEO Alan Scott SCHOOL Support and Evaluation Officer Council of International Schools This report is based on INFORMATION and opinions supplied by the SCHOOL as well as the observations made by the Visitors while on site. Given the small number of visitor-days involved, this report cannot be expected to be as comprehensive or thorough as the reports that will arise from the future Self-Study Process and the full Team Visit. The overall aim of the present report is to support and guide the SCHOOL during the early stages of the accreditation process.

2 SCHOOL PRIOR INFORMATION AND REFLECTIONS The Head of a SCHOOL wishing to host a Preliminary Visit with a view to entering the Accreditation Process for the first time, or due to host a Preparatory Visit in order to begin the Continued Accreditation Process, is requested to respond to Part One of this template as follows: Component A: Provide the INFORMATION requested in the Introduction. 2 Component B: Provide the following three short statements: 1. The Head of SCHOOL should provide a thoughtful, reflective statement on where the SCHOOL has been, where it is now, and where it should be. This statement should provide insight into the SCHOOL s history of SCHOOL improvement, weaknesses, strengths, and future challenges. 2. The Governing Body (or Ownership) should provide a reflective statement on the challenges facing the SCHOOL from the Governors /Owners point of view.

3 3. A small, manageable committee of teachers, administrators, parents, students, and others should be assembled to create responses to the following questions: What are the main challenges facing: the SCHOOL ? the faculty? the parents? the students? What changes/additions have been made over the last two years and what additional changes/additions/improvements are planned? Attach electronic copies of the following documents: 1. The SCHOOL s Guiding Statements (mission, vision, objectives, etc.) 2. The financial template required in the Self-Study (sent with this form) 3. Strategic Plan or equivalent (including financial aspects) 4. Current budget 5. By-laws 6. Faculty/parent/and student handbooks 7. Curriculum guides 8. The Board of Trustees policy handbook 9. List of faculty including their qualifications and their length of service at the SCHOOL Component C: Comment on each of the Standards of Accreditation.

4 NB: Parts Two and Three are for the use of the Preliminary/Preparatory Visitors only. 3 PART ONE COMPONENT A: INTRODUCTION SCHOOL name: Raffles International SCHOOL SCHOOL foundation date: September 2007 SCHOOL s official status: Regular Member Facts on SCHOOL governance and management: The SCHOOL has an effective leadership and management team that ensures the smooth day-to-day running of the SCHOOL . The SCHOOL is supported by an active Advisory Council and the Board of Directors in all strategic areas and in matters of the long term vision and mission of the SCHOOL . The SCHOOL leadership and management team is headed by the SCHOOL Principal who reports to the CEO of Innoventures Education, which manages Raffles International SCHOOL . In turn, the CEO is responsible to the Board of Directors via the Managing Director. The SCHOOL s strategic medium and long term goals are reviewed by the Senior Management and at Group level.

5 It forms a basis for the SCHOOL improvement plan that determines the SCHOOL s focus for continuous improvement every year. Annual KHDA inspections and reports inform this process of regular review and strategic planning. In all dealings, the Governing Body (Board Members) and the SCHOOL Leadership and Management ensure compliance with all local regulatory authorities. Besides being legally compliant, as an international SCHOOL , RIS strives to make sure that its decisions are child centred and both culturally and environmentally (how) responsible. Students: total number of students; number of nationalities; statistically most important nationalities: Total No. of students (KG1 Grade 8) = 1713 (as on 21st June 2015) Number of Nationalities = 95 Statistically most important nationalities: Nationality No. of Students Percentage Pakistan 127 UAE 117 Russia 102 India 100 France 100 UK 92 4 Range of grades or year-groups: Nursery to Grade 9 Academic Staff: numbers; nationalities; statistically most important nationalities: Academic staff: 136 Nationality: British-26 (19%) Irish 20 (14%) India 25 (18%) Support Staff: numbers; nationalities; statistically most important nationalities: Support staff: 93 Nationality: Filipino - 56 (60%) Summary of academic programs: Raffles International SCHOOL is an authorised SCHOOL for the Cambridge Curriculum UK based), offers the Montessori Programme at Nursery and Kindergarten 1, Montessori with integrated Cambridge Primary(CP) at Kindergarten 2, the Cambridge Primary (CP) and Cambridge Secondary 1 (CS1).

6 Annual inspection and authorisation by DSIB/ KHDA Location and buildings: Raffles International SCHOOL Al Baghla Street (formerly Street 20), Umm Suqeim 3, Box 122900 Dubai United Arab Emirates Accreditation history of the SCHOOL : CIS Membership visit September 2014 BSME membership 2014 Other relevant INFORMATION (if any): Date of submission of this INFORMATION : August 2015 5 COMPONENT B: SCHOOL reflective STATEMENTS HEAD OF SCHOOL REFLECTION RIS is a relatively young SCHOOL , established in 2007. It has grown dramatically since then and currently the number of students on roll total, 1724 plus 117 in the nursery (1840). Recently, a decision has been taken to reduce the numbers of sections in KG and Primary in order to allow organic growth in the secondary SCHOOL . I was appointed Principal of RIS, August 2014 along with an expanded leadership team including: Dean of Students, Deputy Head of Secondary and an additional Deputy Head for the Primary SCHOOL .

7 Over the years I have gained experience, not only as a Team Inspector for British Schools Overseas but also as a Team Visitor of the Council of International Schools (CIS), Fellow of the College of Teachers, Fellow of the Royal Society of Arts, Head of Faculty, Senior House Master and Child Protection Officer. On appointment, my main focus was to build upon the strengths of the SCHOOL , bringing further clarity and consistency to SCHOOL operations. In the first year the SCHOOL Improvement Plan was based on three clear goals: teaching and learning; knowing your students; and developing and supporting leadership. After a very positive, KHDA/ DSIB inspection, the senior leadership and management team put together a detailed action plan focusing on the four key recommendations. In addition to the CIS Membership Visit, September 2014 and subsequent Report, the SLMT led a review of our guiding statements including, RIS Core Values and the definition of internationalism and globalisation.

8 A workshop on these fundamental areas was held, June 2015. Furthermore, an extensive parent survey was carried out in the summer months, 2015- there were 1342 responses and the RIS overall rating- 78% considered the SCHOOL to be good to outstanding and only 3% of respondents regarding the educational provision as unsatisfactory . Relationships between staff and students are excellent. Students are self-confident, socially responsible considerate and overall, have outstanding relationships based on the RIS core values of: achievement, collaboration, integrity, respect and responsibility. Students are well educated in line with the SCHOOL s aim, to empower students with a rigorous, holistic and international education for success in an ever-changing. Students attain good to outstanding levels of attainment and progress as validated by the 2015 Inspection Report and taking into consideration the number of students with English as an Additional Language, commendable results in the external Cambridge Checkpoints assessments in English, mathematics and science.

9 The ease of transitions between Phases and the friendships engendered at the SCHOOL is outstanding. The SCHOOL has made significant investment in enhancing the facilities available on the campus and enriching the quality of teaching. The SCHOOL feels that over the last year, it has made significant progress in Child Protection / Safeguarding training and provision to ensure a safe and secure environment for all its stakeholders. Sustained by Group support and expertise, the SLMT are dedicated to providing continuing professional development, develop performance management and enhance the expertise and skills set of all staff. The SCHOOL recognizes that it should continue to investigate ways to support staff in the planning and implementation of differentiated approaches to teaching for learning. The revised (2013/2014) performance appraisal policy/programme takes account of the areas for staff development and appropriate support.

10 Some examples of recent INSET programmes include: personalized learning/differentiation, creative teaching of Arabic, strategies for mathematics, What Works in science?, developing powerful and outstanding learning, transition to digital learning, the inclusive SCHOOL in practice, teaching music through the eyes and ears and providing outstanding primary PE. Along with the CEO, the Principal and SLMT have reviewed key policies for Admissions, Assessment, Anti-bullying, Curriculum, Child Protection, Learning Support and Special Educational Needs. Staff have also received training in assessment, target setting using baseline data/ international benchmarking, creating the Sparkling Classroom , Next Step marking, E-learning and Critical Thinking, EAL strategies to improve teaching and learning strategies. Overall, this is regarded as a fundamental priority for the SLMT and staff in order to improve and implement personalized learning to meet individual learners needs across all Phases.