Directorate of Private Schools &

Kindergartens Reviews
Review Report

Al Manar Private School

Sadad – Northern Governorate
Kingdom of Bahrain

Date of Review: 27–29 November 2017

SP034-C2-R044

© Copyright Education & Training Quality Authority - Kingdom of Bahrain 2018

Introduction

The Directorate of Private Schools & Kindergartens Reviews (DPS), which is a part of the
Education & Training Quality Authority (BQA), conducted this review over three days by a
team of six reviewers. During the review, reviewers observed lessons and other activities,
scrutinized students’ written works and analysed school’s performance data and other
documents. They met with staff members, students and parents. This Report summarises their
findings and recommendations.

Summary of review judgements

Outstanding 1 Good 2 Satisfactory 3 Inadequate 4

Grade

Intermediate
Elementary /

Secondary
Middle /
Primary

Overall
High /
Aspect

Students’ academic achievement 4 4 4 4

Quality of outcomes
Students’ personal development 4 4 4 4
Teaching and learning 4 4 4 4
Quality of processes
Students’ support and guidance 4 4 4 4
Quality assurance of Leadership, management and
4 4 4 4
outcomes and processes governance
Capacity to improve 4
The school’s overall effectiveness 4

The chart demonstrates the school’s overall effectiveness throughout the

review cycles.

4
Cycle 1 Cycle 2
(2011-2014) (2015-2018)

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 School Report

Percentile words used in relation to different judgements

Grade Relative words used Interpretation

Indicates completeness and
All / Almost all comprehensiveness/about to reach
Outstanding completeness and comprehensiveness.
The vast majority Indicates an amount that exceeds most.

Good Most Indicates an amount that exceeds majority.

Majority / Adequate /
Satisfactory Indicates more than average.
Suitable / Variable
Minority / Few Indicates less than average.

Limited Indicates less than minority.

Inadequate
Very limited Indicates scarcity/rarity.

None Indicates unavailability/nothing.

 School’s overall effectiveness ‘Inadequate’

Judgement justifications

• Strategic planning processes are poor, inconsistent proficiency rates in school

including self-evaluation, lack of focus on examinations for Grades 4 and 5, and low
development and improvement priorities rates in the Intermediate Stage and Grade
in school plans, unclear performance 9, in addition to their low levels in external
indicators and inadequate examinations, which has an adverse
implementation of monitoring impact on their progress in lessons.
mechanisms. • The management of the classroom and
• The teaching and learning strategies are learning time is ineffective in the majority
ineffective as they are teacher-centred and of lessons, and assessment is inadequate
inadequately employed in more than one- in meeting the learning needs of all
third of lessons in core subjects, mainly in categories of students.
Grades 2, 6 and 9, most science and Arabic • Students’ participation in activities in and
lessons and some mathematics and out of lessons is limited, due to their lack
English lessons. of motivation, enthusiasm and self-
• Most students’ basic skills are poor in confidence and their inability to work
most core subjects, which results in their independently.

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• Academic support is provided to students school, as a result of appropriate
of all categories in lessons and school behavioural values development
programmes. programmes, which results in students’
• The majority of students demonstrate and their parents’ satisfaction with the
positive behaviour and feel secure in the school’s provision.

Main positive features

• The positive behaviour demonstrated by the majority of students, and their sense of
security.

Recommendations
• Implement an accurate and comprehensive self-evaluation, and benefit from its results
in restructuring the strategic plan, so that it focuses on development priorities with
clear performance indicators, thorough implementation mechanisms and monitoring
of impact to ensure a better overall performance.
• Raise students’ academic achievement levels and develop their basic skills acquisition
in all subjects.
• Implement effective and sufficient training programmes in order to raise teachers’
professional competency and monitor their impact on teaching and learning, so as to
focus on:
 employing effective teaching and learning strategies
 productive classroom management and optimal utilisation of learning time
 employing effective assessment methods and using their results in meeting the
learning needs of all students
 developing students’ self-confidence and encouraging them to increase their
motivation to learn.
• Provide academic support to all categories of students and meet their learning needs
through effective programmes.

 Capacity to improve ‘Inadequate’

Judgement justifications

• The school’s performance level has management and governance, while

declined to inadequate in the aspects of academic achievement, teaching and
students’ personal development, support learning and the overall effectiveness
and guidance and leadership, remained inadequate.

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• The self-evaluation does not reflect the • The school’s evaluation of its situation in
school’s situation, which has an adverse the self-evaluation form (SEF) is
impact on the identification of schoolwork inconsistent with the judgements
priorities and development of the rendered by the review team in all
strategic plan resulting in an ineffective aspects.
implementation of desired • The school’s environment improved after
improvements. relocation and diversification of facilities
• Professional development programmes and resources, such as the computer
are inadequate and have limited impact laboratory, reading room and data show
on teachers’ performance in more than projector.
one-third of lessons, and on students’
acquisition of basic skills.

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 Quality of outcomes

 Students’ academic achievement ‘Inadequate’

Judgement justifications

• In school examinations for the academic average in Arabic. In 2016, Grade 6

year 2016–2017, students achieved high students achieved levels that are much
pass rates in most core subjects, ranging higher than the national average in
between 81% and 100% with the exception English and within the national average in
of their low pass rates of 71% in Arabic for Arabic. On the other hand, Grade 4
Grade 7, 76% in English for Grades 6 and students achieved levels that are far below
7 and 75% in chemistry for Grade 9. average in mathematics and science in
• Primary Stage students in Grades 1 to 3 2015 TIMSS examinations.
achieved high and very high proficiency • In 2017 Cambridge Checkpoint Exams,
rates, ranging between 66% and 100%, students in Grades 6 and 8 achieved low
while students in Grades 4 and 5 achieve levels in English, mathematics and
inconsistent proficiency rates ranging science.
between 28% and 62%, with the lowest • The majority of students in all stages
being in English for Grade 5. acquire inadequate basic skills, such as
• Intermediate Stage students achieve low speaking and writing skills in Grade 2,
proficiency rates in core subjects, ranging and Arabic grammar rules application in
between 21% and 41%, with the lowest Grades 6 and 9. Although students
being in English for Grade 6, except for the acquire basic knowledge in mathematics
high proficiency rate of 50% in science for and science, they demonstrate low
Grade 8. standards in arithmetic skills, as in solving
• Grade 9 students achieve low proficiency exercises on percentages in Grade 6,
rates in most subjects ranging between 0% simplifying algebraic amounts in Grade 8
and 25%, with the lowest being in and scientific concepts and
chemistry. However, students achieve a experimentation in most science lessons.
high proficiency rate of 50% in • The majority of students vary in their
mathematics. acquisition of English skills, such as
• The low proficiency rates reflect students’ speaking, reading aloud and
levels in the inadequate lessons, which comprehension, whereas their writing
count for more than one-third of lessons skills are inadequate.
of core subjects, which are mainly in • By tracking student’s results in the
lessons of Grades 2, 6 and 9, the majority academic years from 2014 – 2015 to 2016 –
of science and Arabic lessons and some 2017, students’ pass rates remain high in
mathematics and English lessons. Arabic, mathematics and science for all
• In the 2015 national examinations, Grade grades, but decline in English as students
3 students achieved levels that are much move from Grade 5 to Grade 6.
higher than the national average in • The majority of students make limited
English and lower than the national progress in the inadequate lessons and

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 most written work. Likewise, low- line with their abilities in most lessons and
achieving students progress inadequately written work.
in lessons and the limited remedial
programmes, while outstanding students
– who are few, progress appropriately in

Areas for improvement

• Students’ basic skills and their levels in all subjects.
• Students’ progress in line with their abilities in lessons and written work.

 Students’ personal development ‘Inadequate’

Judgement justifications

• The majority of students show limited awareness in preserving school’s facilities.

interaction in curricular activities, a lack They respect their teachers and fellow
of self-confidence in assuming students and show harmony between
responsibility for their learning and to them both in and out of classrooms, which
their low motivation to learn, particularly enhances their sense of security, with the
in inadequate lessons. Students are not exception of some inappropriate
given the opportunity to assume behaviours demonstrated by some
leadership roles, with the exception of the students in few lessons, particularly in
appropriate confidence and enthusiasm some Primary Stage lessons, such as
demonstrated by certain outstanding causing disruption and lack of respect for
students through answering and asking classroom rules. This is mainly due to
questions. poor classroom management and the
• Students participate in school activities teaching methods which do not engage
and programmes in a limited fashion, as students.
in presenting some morning assembly • Students demonstrate an appropriate
programmes, the few break time understanding of Bahrain’s culture and
activities, some internal sports heritage and observe the values of
competitions and school committees, such citizenship, by participating in national
as the Order Committee and Students events, such as: The ’National Day’ and
Council and their limited participation in National Charter Day, in addition to
external competitions, such as ’My visiting heritage sites, such as Bahrain
Colours’ competition. National Museum, Military Museum and
• The majority of students demonstrate Beit Al Quran (The House of Quran).
acceptable behaviour, observe school’s Furthermore, the school promotes Islamic
regulations and demonstrate appropriate

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 values among students by implementing and ’I read, I Grow’ project for reading
the ‘Our Values, Our Life’ project. and summarising stories
• The majority of students attend school • When working together, students
and lessons regularly and punctually, and demonstrate limited communication
appropriate action is taken in cases of skills as they lack the skills to discuss,
repeated absenteeism. debate and express views and make
• Students demonstrate limited suggestions.
independent learning skills in lessons and
school activities, as in web-based reports

Areas for improvement

• Students' participation with confidence and enthusiasm, and their assumption of
leadership roles in lessons and school activities.
• Students’ independent learning skills and their acquisition of communication skills.

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 Quality of processes

 Teaching and learning ‘Inadequate’

Judgement justifications

• Teachers employ teaching strategies ensuring learning, and prolonged

ineffectively in the inadequate lessons, activities, as in mathematics.
particularly in the Primary Stage and • In the majority of lessons, teachers focus
Grade 9. Teaching strategies are mainly on oral assessment, which is limited to
dictation, unorganised group work, outstanding students. In few occasions,
questions for learning and teacher- group written assessment is given, in
centred. This has an adverse impact on which students copy each other’s
students’ acquisition of basic skills and answers, or simple individual written
knowledge. On the other hand, some assessment the levels of which do not
teachers employ appropriate teaching and match curriculum’s competencies, as in
learning strategies in the satisfactory mathematics and science lessons. In
lessons, such as learning through play and addition, feedback is insufficient to make
‘Think-Pair-Share’, in which they the desired improvement in students’
appropriately utilise available learning achievement, and the assessment results
resources, such as pictures, data show are not properly used to meet the learning
projector and mini boards, particularly in needs of students of all categories.
the Intermediate Stage and English • Learning activities and homework do not
lessons in general. cater for differentiation, as they focus on
• Most teachers motivate students through low levels of knowledge and do not
encouragement, such as applause and sufficiently challenge the abilities of
praise, in satisfactory lessons, particularly students of all categories. Furthermore,
those directed to outstanding students. teachers vary in their follow-up on, and
However, in the inadequate lessons, these accurate marking of, written work, and
methods are insufficient to enhance other feedback provided on such work is
student’s motivation to learn and ensure insufficient.
their effective participation in the learning • Teachers develop student’s higher order
process. thinking skills in a limited manner in the
• The majority of teachers manage their majority of lessons, such as imaginative
lessons in an unorganised and expression in English, while most of them
unproductive manner, with unclear focus on developing memorizing and
instructions and guidance on how to solve recalling skills.
questions in the learning activities, the fast
transition between activities without

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 Areas for improvement
• Employing teaching strategies to help students acquire basic skills in subjects.
• Productive and organized classroom management.
• Employing effective assessment and using its results in supporting students of all
categories.
• Motivating, encouraging students and increasing their motivation to learn.
• Catering for differentiation in curricular activities and homework, and providing
accurate and regular follow-up.

 Students’ support and guidance ‘Inadequate’

Judgement justifications

• Meeting the academic needs of students of sessions, in addition to ’Class Cup’ and
all categories is insufficient, due to limited ’Our Values, Our Life’ projects which
enrichment activities and programmes, focus on enhancing positive behaviour.
such as the ’Arabic Reading Challenge’ • The school monitors safety and security
competition for outstanding students, issues appropriately, conducts evacuation
’Photography’ and ’Free Drawing’ drills, identifies health conditions and
competitions for talented students, and carries out health awareness raising
the recently conducted remedial lessons projects, such as ‘Healthy Breakfast’ and
for low achievers which are ineffective in the ’World Diabetes Day’ event. The
supporting them. school also monitors student’s entry,
• The school enriches students’ experiences departure and use of buses. The number
and interests with few extracurricular of WCs is insufficient, as students were
activities, as in the morning assembly, seen in lines waiting for their turns,
some break time activities and student laboratories vary in their appropriateness
committees, which are variably activated and equipment and there is no gym in the
by students, such as the School Band. school, which might negatively affect
Some internal and external competitions students’ safety and security.
are offered which mainly focus on sports • The school inducts new students
and arts, such as sport leagues, ’Poetry appropriately by receiving them with
Recitation’ competition and ’Offbeat cartoon figures, desserts and gifts and
Music’ festival. introducing them to the facilities and laws
• The school supports the personal needs of and regulations. An educational meeting
students in an appropriate manner by with parents is conducted. However,
providing material support, following up school’s efforts in preparing students for
on special cases, providing advice and the next stage of education are
counselling on how to overcome insufficient, particularly in relation to
problems and conducting counselling preparing them for the Secondary Stage,

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 introducing them to IGCSE system and • The school develops students’ life skill
allowing them to choose between various insufficiently, such as IT skills, map
learning tracks within the curriculum. reading and leadership skills in the School
Radio Committee.

Areas for improvement

• Meeting the academic needs of students of all categories through remedial and
enrichment programmes.
• Enhancing students’ experiences, interests, talents and life skills with various
extracurricular activities.
• Preparing students for the next stage of education, and providing them with more
options in terms of curricula and tracks.

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 Quality assurance of outcomes and processes

 Leadership, management and governance ‘Inadequate’

Judgement justifications

• The school’s vision focuses on the quality • The school meets teachers’ training needs
of learning outcomes, but it is not clearly by conducting classroom visits and
reflected in the school’s actual situation in providing an insufficient number of
all aspects. internal and external workshops, such as
• The school assesses its reality using SWOT ‘Teaching Academy 1-2’, ’Assessment for
analysis, school examinations results Learning’ and ’Digital Empowerment’.
analysis and classroom visits. However, Mechanisms to monitor the impact on
this evaluation is not sufficiently accurate teachers’ performance to improve
and comprehensive; therefore, its results students’ standards are inadequate.
are not used as desired in determining • School’s leadership motivates teachers by
schoolwork priorities. honouring competent ones with
• The school sets its strategic plan based on certificates of appreciation and material
its self-evaluation which is unrealistic and gifts, as well as delegating responsibilities
does not reflect its situation, particularly to some teachers, such as educational
in relation to developing students’ basic supervision and administrative
skills in core subjects and addressing the coordination of academic departments.
low proficiency rates in the Intermediate However, this does not achieve sufficient
Stage and Grade 9. Performance improvement in the quality of teaching
indicators are unclear and and learning.
implementation of plan’s actions and • The school uses its educational facilities
monitoring mechanisms are poor, which such as the shaded school playground,
does not contribute to the school’s overall computer laboratory, reading room and
development and led to its regress in in-class data show projector in an
performance in the areas of personal appropriate manner in terms of operation.
development and support and guidance However, the effectiveness of the
from satisfactory to inadequate. utilisation of these facilities in enhancing
• The school’s assessments of its situation as student’s learning and enriching their
provided in the self-evaluation form experiences is limited.
(SEF)does not align with the judgements • The school communicates with parents
rendered by the review team in all through the Parents Council and
aspects, reflecting the school’s inaccuracy cooperates with certain community-based
in identifying areas for improvement. organizations, such as the Royal Charity
Organisation, Al Sanabel Orphans Care

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11
 Society and Muharraq Social Welfare not sufficiently contribute to broadening
Centre, and a number of recreational and students’ minds and enriching their
educational trips are conducted, which do experiences.

Areas for improvement

• Accurate and comprehensive self-evaluation and using its results in developing a
strategic plan that includes clear performance indicators, implementation monitoring
mechanisms and focuses on improvement and development priorities of all aspects of
schoolwork.
• Professional development programmes, and monitoring their impact on the
improvement of teaching and learning and students’ academic achievement.
• Utilisation of learning resources and facilities to enhance students’ learning
experiences.

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 Appendix: Characteristics of the school

Name of the school (Arabic) ‫مدرسة المنار الخاصة‬

Name of the school (English) Al Manar Private School

Year of establishment 2002

Address Building 467, Road 3319, Block 1038

Town /Village / Governorate Sadad / Northern

School’s Contacts 17789303 36429966 Fax 17789105

School’s e-mail almanarschool199@yahoo.com

School’s website -

Age range of students 4 – 16 years

Primary Middle High

Grades (e.g. 1 to 12)
1-5 6-8 9

Number of students Boys 153 Girls 122 Total 275

Students’ social background Most students come from middle income families

Grade 1 2 3 4 5 6 7 8 9 10 11 12
Classes per grade
Classes 3 3 2 2 2 2 2 1 1 - - -
Number of administrative staff 7
Number of teaching staff 33
• British curriculum
Curriculum • Ministry of Education (MoE) curriculum for Arabic, Islamic
education, social studies and citizenship.
Main language(s) of instruction English and Arabic
Principal’s tenure in the school 5 years
• BQA national examinations.
External assessment and
• Cambridge Checkpoint Exams for Grades 6 and 8.
examinations
• TIMSS.
Accreditation (if applicable) -

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13
 • In the academic year 2016 – 2017:
 moving to the new location in Sadad
Major recent changes in the  implementing IGCSE.
school • New appointments of 13 teachers in the academic year
2017–2018, including: 5 teachers for Arabic, 2 teachers for
mathematics and 1 teacher for English.

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