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Third quarter update for parents, April 25 20013

Only connect

Questions • How do we deal with bullying? • Is the school safe? • How do we track student progress and are we happy with attainment? • What plans have we for further setting? • Is the school value for money in terms of basics, facilities and extras? • How do we source staff? Is there a British bias? • Is there a high staff turnover?

Measuring ourselves • Against the school improvement plan • Tracking attainment and progress • How well do we extend and support the students? • How safe and secure is the school? • Going beyond the curriculum – are we value for money?

Accountability • Annual inspection • Quarterly report against the strategic plan (currently 50% complete, 50% in progress, most nearing completion) to Executive Board • Good stewardship and upgrading of very good facilities in a central location • Reporting attainment and progress of students

Security & safety • • • • • • • •

Additional nurse Appointed our own lead guard Extension & completion of digital CCTV Gate pass system Drop off and pick up systems Bus monitoring Supervision in transitions and breaks 6 weekly inspections

Protection and support How do we deal with bullying? • Homeroom and form tutors, backed by Grade leaders • Behaviour policy – becoming one system • Counsellor and Nurse • JBSing the students

Attainment and progress What are the standards? • Early years foundation stage (EYFS) • National curriculum for England and Wales, literacy and numeracy • MYP criteria related scores and global G10 moderated outcomes • Global DP pass rates and scores • PiPs & ISA

Tracking attainment and progress Where are the children? • Standardising collection and entry across whole school • Quarterly collection points • Reporting to a variety of audiences in a meaningful way • Are the children at, above or below our expectations?

Attainment and progress: current and target

Target for Progress Most 75% - 89%


Majority 50% - 74%

Well above expected levels

Most 75% - 89%

Above expected levels

Majority 50% - 74%

At expected levels

Target for Attainment

Below expected levels

Current Levels of progress

Well below expected levels

Current Levels of attainment

Attainment and progress descriptors


Setting, support and extension Primary Setting: • KG2 – Grade 5 Numeracy & phonics • “Blocked” school numeracy • In larger grades, Arabic A1 & A2 • Foundation & intermediate Arabic B • Francophone sets

Setting, support and extension Secondary Setting: • Setting “Plus 1” in English, Maths and Science in secondary G 6 – 8 • Some very small groups in electives, Grades 9 - 11

Outlier groups & high end differentiation • Identification of very able a priority this year • Development of regular G & A groups in the school • Enrichment opportunities • Catering to top end by in class differentiation

Sport, service and the arts

Recruitment and staffing • • • • •

Teaching staff turn over, 2012 - 2013 During the year 6 staff leavers (9%) Year end 9 staff leavers (14%) Total leavers 15 (23%) Increasing the staff from 65.5 to 81.5 teaching staff Methods and philosophy of recruitment

Some key appointments • Primary Head: Yvette Jeffrey • Secondary Deputy Head: Clare Kelly • Director of Arabic: Imad Nasr • MYP co-ordinator: Daniel Baker

Trips & residentials • Numerous cultural, academic and community day trips • Very full weekend service opportunities • Full residential opportunity Grades 4 – 11 • Science and Geographical academic trips • Thursday afternoon scuba group • MUN to Qatar; Scholars Cup to Bangkok; Umrah trip to Mecca

Are we the school we want to be yet? • Small school approachability with a rapidly growing population • A listening, community school • A good school • Mix in an extra dose of large school “reach”, building on the effective platform we have established and we will move still closer to where we want to be . . . • . . . . outstanding

The Advisory Board

The Advisory Board: Stephen Brinkman Talal Thabet Jochen Fall Sharon Shepard Kholood Al Huraimel Alafiyah Kagalwala Rajiv Vora Andy Homden Clare Taylor Sam Truman

Chairman Deputy Co-Chair Deputy Co-Chair Secretary Member Member Member Principal Teacher Representative Taaleem Board Rep

“2015 Vision” • A JBS Advisory Board Sub Committee has been drafting a plan for a “2015 Vision” for JBS • Sub Committee consists of the following Advisory Board members: – – – – –

Kholood Al Huraimel Alafiyah Kagalwala Andrew Homden Rajiv Vora Jochen Fall

• The following is part of the update process

Agreed framework* for 2015 vision School guiding statements (Area A) Teaching and Learning (Area B) Leadership & Governance (Area C) Faculty and Support staff (Area D) Access to teaching and learning (Area E) School culture and partnerships for learning (Area F) Operational systems (Area G) * based on the CIS Framework (Council of International Schools)

Policy area*

Preliminary statements (high-level) 1 / 2 – feedback required from JBS staff

A. School guiding statements

The school has clearly formulated objectives translated into a tangible curriculum and policies which are applied to bring guidance, consistency and clarity to the school‘s purpose and its operations. These are communicated, implemented and exemplified by the leadership. The objective is to live a unified mission embraced by the entire school community. In this sense the guiding statements are not to be regarded as a set of instructions but a compass that points to the right direction. JBS is to be recognised as an outstanding school based on its willingness to go its own way ( add term in Arabic = Mumayez = Unique, Special and someone who is outstanding) if common standards are not deemed fit. JBS acknowledges the fact it will and can not be the best school for everyone. Instead it strives to be an „inside-out“ school based on transparency, an open door policy, tolerance and appreciation of the UAE‘s diversity, representing an open and inclusive community.

B. Teaching and Learning

Teaching and learning are guided by comprehensive curriculum documentation that reflects meaningful connections among and between disciplines as well as continuity within disciplines with particular emphasis on languages reflecting the international environment of the UAE. Based on a progressive teaching method, the objective is to support each child to reach its full potential by enabling the child to become an independent lifelong learner rather than just being good at school. The learning culture is aimed at preparing the children for meeting future challenges. The learning culture furthermore reflects that teachers themselves are learners also.

C. Leadership & Governance

JBS strives to be a self-regulating organisation with shared leadership. The leadership is so constituted, with regard to membership and organization, as to provide the school with sound direction, continuity of leadership, and effective support in the present and long term. Parents have a direct input into policies of the school through the Advisory Boards roles with the principal. Moreover, the school has a clearly defined improvement plan which is understood and used by as many as possible. The leadership team will lead, monitor and evaluate.

D. Faculty and Support staff

The school ensures staff excellence by attracting and retaining the most inspiring and best international teachers as well as support staff. This endeavour is supported by JBS offering a challenging, yet caring environment resulting in a true community. Functioning as a unit, the faculty and support staff operate by embracing and implementing the school’s guiding statements and thus living the mission.

*) Based on the CIS Framework

Policy area*

Preliminary statements (high-level) 2 / 2 – feedback required from JBS staff

E. Access to teaching and learning

There are effective procedures in place for identifying the learning needs of students, both at admission and while enrolled, to ensure that students in the school are benefitting from the school’s programs to the best of their abilities. The school ensures that students have access to advice and counsel on academic, personal, career and tertiary education matters to effectively support their current and future development and achievement. JBS offers a wide range of options for everyone to choose from and the opportunity for every individual to deepen his / her interest, thereby ensuring a sound foundation as well as the facilitation of particular skills.

F. School culture and partnerships for learning

G. Operational systems

All members of the community are contributing towards a positive school culture characterized by fairness, trust, and mutual respect leveraging the social diversity in the UAE. The common motto should be “seeking first to understand” and to address topics from both a local as well as global perspective. The school offers and manages effective curricular and extra-curricular programs and activities with particular focus on arts, culture and sports to complement the formal curriculum.

Modern technology is applied and made use of where appropriate in order to support and facilitate the vision and objectives of JBS; particular focus is on monitoring and improving existing systems and ensuring efficient, stable and secure processes; evaluating and introducing new and relevant technology.

*) Based on the CIS Framework

Approach for 2015 vision December 2012

Assessment of status quo

Knowledge building & learning

Stakeholder analysis

End of March 2013

April 2013 (after spring break)

May 2013

June 2013

Future requirements

Potential for improvement

Draft 2015 vision

Stakeholder approval

2015 vision

Strategy alignment

Staff Input


2015 Vision: What Next? • Input from staff to be included • Set up focus group to review Vision • Target Dates 22-23 May 2013

The Advisory Board

April 25, Principal's progress report to parents  
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