Key inspections findings point the way to future school improvement

Key findings from 2012/13 Indian- and Pakistani-curriculum school inspections cycle show that little progress has been made in the overall performance of Indian-curriculum schools since 2011/12, largely due to inaccurate self-evaluation of strengths and weaknesses.

Of the 23 Indian-curriculum schools inspected, four gave themselves a rating in line with the findings of Dubai Schools Inspection Bureau (DSIB) inspectors. Fourteen schools evaluated their performance one level higher than inspectors, while three schools rated themselves two levels higher. Schools which can accurately assess their strengths and weaknesses perform better and have stronger leadership than those which do not have a realistic view of their performance.

The strength of leadership in a school was found to be a key indicator of the quality of education it provides. Inspections data showed a 67% improvement in teaching in schools whose leadership was rated good or better. Where leadership was weak, teaching quality decreased by 71%, learning by 68% and student progress by 67%.

More than 70% of secondary teaching at Indian curriculum schools was found to be of good or better quality. By contrast, 38% of teaching at Kindergarten stage was rated good or better, with more than 60% rated acceptable or unsatisfactory. Teaching quality in early years education is recognised as crucial to improved student performance in later schooling. The few schools which provided an outstanding quality of education to its Kindergarten students performed better in the leadership, teaching and curriculum inspections criteria.

To ensure better inspections results in future years, schools should take advantage of the data from inspections and international assessments, said chief of DSIB, Jameela Al Muhairi. "As well as the data from four years of inspections, schools also have individual results from the latest cycle of TIMSS (Trends in Mathematics and Science Study) and PIRLS (Progress in International Literacy Study). We encourage all school leaders to use this data to guide and inform their future action plans and look upon them as tools for further improvement."

Weakness in identifying and catering to students with special education needs was found at almost all Indian-curriculum schools. At 3,113, the number of students with special education needs in Indian schools stands at around 5% of the overall student population, significantly lower than that of other international education systems.

Students' behaviour and attitudes to learning were rated outstanding in nearly two-thirds of all Indian-curriculum schools, the key findings showed. Results from TIMSS and PIRLS confirmed that the achievement of students in many Indian-curriculum schools were higher or in line with the international average in mathematics, science and literacy.

Twenty-six schools with a total enrolment of 70,973 students were inspected in the 2012/13 cycle. Little improvement has been noted in the overall performance on Indian-curriculum schools since 2011/12.