Penta International
is a Department of Education approved inspection provider
Inspection report on
Modern English School
Cairo
Primary
27th – 30
th November 2011
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
page 1
This inspection was conducted against the standards introduced by the Department for Education (DfE) for
British schools overseas. These standards are based on those for independent schools in England.
To be recognised by the Department for Education, a British School Overseas must have an inspection report
which shows that their performance against all the standards is at least satisfactory. This reflects the
standards required for continuing registration as a school in England. Schools meeting the standards will have
their inspection reports published on the Department's website and will be registered on Edubase.
1. Context Page
1.1 Key contextual factors 2
1.2 British nature of the school 3
2. Quality of learning
2.1 How effective are learning and teaching? 4
2.2 How well are pupils cared for, guided and supported? 5
2.3 How well does the curriculum meet pupils’ needs? 6
2.4 How well does the school work in partnership with parents, other schools and the
community? 7
2.5 How well does the school prepare pupils for future learning? 8
3. Standards achieved by pupils
3.1 How high are standards achieved in the areas of learning, subjects and courses of
the curriculum? 9
3.2 How well are pupils’ attitudes, values and other personal qualities developed? 11
4. Leadership and management of the school
4.1 How well is the school led and managed? 13
5. Quality of provision
5.1 How good are the accommodation, the staffing levels and the resources? 14
6. Overall effectiveness of the school
6.1 How successful is the school? 16
6.2 What the school does well 17
6.3 What should the school do to improve further? 18
6.4 Does the school meet the DfE standards? 18
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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1. Context
1.1 What are the key contextual factors?
The Modern English School Cairo (MES) opened in 1990 with 28 students. It has recently
moved to new premises in New Cairo. There are now over 2,000 students.
MES is a community school where the current enrolment in primary is 1206 students. It
has gained many awards, memberships and accreditations, including being an IBO World
School, being accredited by Middle States Association of Colleges and Schools (MSA), and
by North Central Association (AdvancED). It is a member of the Near East South Asia
Council of Overseas Schools (NESA), the British Schools in the Middle East (BSME),
European Council of International Schools (ECIS) and the Council of International Schools
(CIS).
The primary school at MES Cairo is an English National Curriculum school which has adapted
aspects of its curriculum to take account of and celebrate its geographical context. The vast
majority of teachers are UK trained and all hold UK (or UK recognised) teaching qualifications.
The majority of the children on roll are Egyptian nationals whose first language is Arabic. At
the end of Year 6, children move to either the British or American secondary sections of the
school. Some go on to take the IB diploma.
The MES Cairo primary section prides itself on the quality of education on offer to students
from Foundation Stage through to the end of Key Stage 2. In a friendly and welcoming
atmosphere, the students are encouraged to care for one another and for the world around
them.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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1.2 British nature of the school
Students in the Foundation Stage focus on Early Years Goals. They then move to a full
academic programme based on the National Curriculum of England, with slight adaptations to
reflect the international setting.
As well as undertaking the National Curriculum, all children take Arabic lessons. These are
taught specifically by the Arabic language department. Egyptian children take national exams
in Year 6 in Arabic, Religion and Social Studies; the pass rate for Ministry exams is 100%.
Specialist teaching is provided in physical education (PE), music, information and
communication technology (ICT), Arabic, art and French.
The school emphasises and develops its British nature by ensuring the strong UK ethos is
reflected in many facets of its work:
• The school is organised according to the structures used in English schools.
• The school house system is successfully implemented and children take a keen
interest through assemblies, sporting activities as well as house competitions.
• Teaching equips students with the skills and qualifications to enable them to
enter (or re-enter) the UK education system with ease.
• There is a strong and successful welfare support.
• The management and administration terminology relates to British expectations.
• The school is well resourced, in line with best UK practice.
• A range of educational visits are organised that support children to develop
physically, emotionally and socially.
• There are many opportunities provided for extra-curricular activities.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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2. Quality of learning
2.1 How effective are learning and teaching?
Learning and teaching are outstanding. In the majority of lessons students are given
opportunities to learn in a variety of ways, both independently and collaboratively. For
instance one science lesson employed drama as a learning technique for molecular structure,
which notably engaged and extended the students. The social benefits of such approaches at
Modern English School, alongside the critical thinking abilities developed, makes practice at
the school exemplary.
Teachers know their subject material well; planning is concise, effective and up-to-date,
allowing for focussed lessons. Formative assessment is utilised well to identify starting points;
new objectives are linked carefully to previous learning, whether it took place last lesson or
even last year.
Students are familiar with self- and peer- assessment techniques. Consequently, they are
independent, motivated and able to be teachers themselves. There are many examples of
students successfully critiquing their own or a partner’s work, either orally or via the written
word. Good examples of this occurred with Year 3 children in handwriting and creative writing
lessons. In Year 5, mathematics learners were asked to assess their own understanding at a
midway point and were invited to the carpet for further teacher input if they felt they needed
it. These expectations of independence and the investment of trust in students’ self-
assessment abilities, push learning forward very effectively.
The scrutiny of the students’ books shows teachers mark students work well. Students are
given suggestions on how work may be improved as well as encouraging, positive comments-
on very good work. They are also given clear guidance on how to set out work clearly and this
is reflected in the high standards of presentation in most students’ books. In lessons, students
are always given reminders to support their learning as they move into the independent part
of the lesson, and so achieve very well.
The end of year report is very detailed, giving parents a wealth of information about all aspects
of their child’s achievements in addition to the standards attained. The reports are used by
the teachers as a basis for planning the next stages in learning because they identify the “Ways
Forward” in English and mathematics.
Teachers build strong beneficial relationships with students. They maintain discipline calmly
and supportively, creating an excellent atmosphere for learning - it is obvious students enjoy
attending school very much. Resources such as digital white boards and support staff are also
well utilised, as are shared spaces such as the pods or atrium.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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2.2 How well are pupils cared for, guided and supported?
The overall care, guidance and support of students are outstanding. Pastoral relationships are
clearly recognised as the foundation of learning, as emphasised by the Key Stage 1 friendship
buddies, in classrooms and stairwells, on the buses and between staff, students and parents.
The ‘5Rs’ and Golden Rules are displayed all over the campus. They are referred to by
students and staff alike on a regular basis. They form the basis of a strong moral code and a
culture of reflective learning which provides the school community with the impetus for high
expectations of learning and behaviour.
Target setting is well developed and communicated clearly to students and parents alike.
Students were able to recall their literacy targets, for example, and understood the process by
which those targets would be reviewed and updated. Parents also expressed great satisfaction
with recent improvements in this area. Results are communicated to parents effectively.
Safety procedures are well understood by students and regularly reviewed. Emergency
evacuation drills are carried out at least twice per year. The site is clean, safe and equipped
with an appropriately staffed clinic which shares information via a central database where
necessary. Bus services are well coordinated and ‘bus matrons’ travel with students: the
management and mobilisation of the 120+ buses is outstanding. A bus per month is
recognised for exemplary behaviour.
The safety of students is prioritised at all times, and events are cancelled should there be a risk
to health or safety. The school benefits from the services of an educational psychologist on
four days each week, two days of which are in Primary.
To align better with the school’s class-based initiatives on healthy lifestyles, the school is
correctly developing improved provision of ‘healthy’ food in the school canteens.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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2.3 How well does the curriculum meet pupils’ needs?
The curriculum is outstanding in its breadth, depth and rigour. Subject leaders and other
school leaders are well placed to review and modify the academic curriculum. Recent
initiatives have included Big Writing, Big Maths and Assessment for Learning. The school is
inclusive and there is a generously staffed Learning Development Department (LDD) and
special programmes for those with special educational needs (SEN). Parental support is
actively cultivated by LDD staff.
The enthusiasm for learning is supported by the outstanding range of after school activities
available to them. MES students have many opportunities to achieve and experience different
activities. The programme is well established and highly popular. Typical activities such as
drama, dance, cooking, football and video games, just like those found in a typical UK school :
significantly, the school takes good advantage of its location to run residential trips e.g. on the
Nile and to Cyprus. The after-school clubs enrich the learning experiences for the students, as
well as contributing to their personal and social development. As one parent expressed very
strongly to the inspection team: “The range of opportunities planned at MES means that the
students have a well-rounded education”.
The school meets all its obligations to the host country regarding curriculum. This includes the
teaching of Arabic, religion and social studies and a school year with a minimum of 175
teaching days.
Parents recognise and value the breadth of the curriculum and identify it as one of the great
strengths of the school.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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2.4 How well does the school work in partnership with
parents, other schools and the community?
The school has recently expanded its involvement with the community further, meaning it is
very active. This partnership is a strength of the school. Parents are informed very regularly
through a multitude of sources and report that they feel highly valued.
Sources include ‘Meet and Greet’ sessions in Primary, the school’s website and ‘Messenger’
magazine, home-school link books for each student and regular parent-teacher academic
consultation sessions. The school has a well understood procedure for dealing with concerns:
staff are confident and sensitive when meeting with parents. School leaders are always on
hand during ‘Meet and Greet’ sessions to support dialogue.
The school asks parents to commit to reading with their children, to attend class productions
and sports days, support charitable activities and send healthy lunches with their children.
Volunteer parents also assist in school, especially with reading programmes.
The school actively seeks out parental opinion via questionnaires. It has started to produce
‘Learning Journeys’ for students in response to parental feedback, alongside thematic studies
documents and weekly newsletters. Parental interviews confirm the high level of satisfaction
with the partnership offered by the school.
MES supports a local Egyptian school, a variety of charities and an orphanage. Students raise
funds in many ways, such as the Year 5 fete, cake sales and a ‘Football Funday’. Regionally,
MES is a member of BSME, and staff and students regularly take part in BSME events.
The school notice board demonstrates an outstanding ability to collaborate with families and
the wider community members. They are highly effective in responding to diverse community
needs.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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2.5 How well does the school prepare pupils for future
learning?
The school prepares students for future learning very well. From the Foundation Stage
onwards, the school seeks to induct students sensitively, understand their needs and tailor
provision to equip them for the future.
Staff are given particular responsibilities to ensure academic and pastoral transitions within the
school are well managed. Key assessment documents are transferred between year groups
and key stages. Secondary mathematics and science teams, for instance, correspond with Key
Stage 2 colleagues on more effectively managing transition into Key Stage 3.
The school has also recently created a Teaching and Learning Advisory Team to facilitate
Primary /Secondary transition.
Particular care is taken to support students when they transfer to Key Stage 3. Meetings are
held to inform parents and students are involved in a wide range of transfer activities. Staff
have developed clear systems to support transfer, and ensure the receiving teachers have
detailed supportive information on their attainment.
Students felt secure about transfer and looked forward to Key Stage 3 with positive excitement
and anticipation.
The use of National Curriculum levels to assess students allows for straightforward transfer
between British schools around the world, when appropriate. Students also gain entry to
universities of their choice: once there, the effective MES alumni organisation keeps them in
touch with friends and mentors. Alumni often return to seek and offer advice.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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3. Standards achieved by pupils
3.1 How high are standards achieved in the areas of
learning, subjects and courses of the curriculum?
The standards of attainment at Modern English School (MES) are good at the end of Key Stage
1 and Key Stage 2. Given the great proportion of students who speak English as a second
language, this represents excellent progress.
The school leadership team have recently introduced an effective monitoring and assessment
cycle. As a result, students’ progress is systematically reviewed to ensure most attain the
expected levels at the end of each school year. The recent appointment of a lead teacher for
data analysis indicates the schools commitment to continuous improvement, and to the use of
assessment information to set appropriate and challenging targets for each student.
MES is a very popular school and is oversubscribed for the number of available places. In the
Early Years and Foundation Stage, the school is now establishing clear admission criteria: a
range of assessment methods are used to help the school select the children for entry. The
leadership team aim to improve the baseline assessment, which they want to enable the
teachers to plan more effective lessons; the overall aim is to accelerate learning and
attainment in the Foundation Stage.
Recent data shows that in 2011, the average score of children in FS1 was 4.5 points out of a
possible 9. By the end of FS2, 55% of children attain Level 1C in their writing – this is good
progress. The school development plan for 2012 sets a more challenging curriculum target for
writing expecting 55% of children to attain Level 1A by the end of FS2.
In Key Stage 1, students are set targets to attain the expected level when compared with the
United Kingdom. The 2011 assessment data shows 62% of students attained level 2B or above
in writing, 59% attained Level 2b or above in reading and 82% Level 2B or above mathematics.
Over the last 3 years there has been a significant increase in the standards attained in writing
and mathematics, with a slight dip in reading standards in 2011.
The school, at present, does not collect more detailed data for the students who attain the
higher standard of level 3 in reading, writing and mathematics. Attainment targets set for
2012 do not indicate the % of students who may possibly achieve Level 3. Setting higher
targets for the more able students is being considered as a way of further increasing standards
of attainment in MES.
In Key Stage 2, the data collected over the past 3 years shows that there is a very good year-
on-year improvement in attainment in writing, reading and mathematics. In 2011, 69% of
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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students attained Level 4 in writing (an increase of 19%), 68 % of students attained Level 4 in
reading (an increase of 20%) and 92% of students attained Level 4 in mathematics (an increase
of 27%). This shows consistent value-added for most students, but as in Key Stage 1, the
school does not set the higher target of Level 5 for the more able students to attain by the end
of the key stage.
The school aims for all students to attain 2 sub levels progress in the National Curriculum
standards. The teachers are well supported in this by the Senior Leadership Team (SLT). The
aim to raise standards through high quality staff training, for example introducing initiatives
such as ‘Big Writing’, is evident. The senior leaders regularly monitor students’ progress,
observe lessons and give feedback to teachers on the success of lessons, and advise on how
learning might be improved. The strategic and planned actions by the SLT contribute very well
to the school’s aim to challenge, inspire and achieve.
All students are set curriculum targets related to the knowledge and skills they are learning in
lessons. Targets are securely embedded in each year group. The progress of students towards
their targets is formally tracked by the primary head teachers and senior leaders 3 times a
year, as are the impact of new initiatives to improve standards. Classrooms have targets
boards: most students know their targets and what they need to do to achieve them. The
consistent and effective use of assessment enables most students to achieve the learning
objective by the end of each lesson. Teachers generally explain the next steps in learning
clearly, so that students know they will have further opportunities to practise and apply
learning, and to consolidate their understanding.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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3.2 How well are pupils’ attitudes, values and other personal
qualities developed?
MES provides outstanding provision for the students to learn and grow into responsible,
happy, independent students. This is evident in the planning of the academic learning
and the opportunities for developing a wide range of personal and social skills. The
consistent implementation of the Golden Rules and ‘5Rs’ underpin the values and
mission statement that is MES.
The school places great importance on good student attendance. The school
administrators keep accurate attendance data. Registers are taken at the start of each
day and end of year reports for every student, record the number of absences and any
lateness. Attendance figures show most students attend for more than 90% of the
school year.
Nearly all of the students at MES thoroughly enjoy and are very happy in their learning.
Lessons always start promptly at the beginning of each day and at the end of break
times. Teachers use time effectively so that students make good progress and achieve
the learning objective. Each adult in the school community is an excellent role model
and the care for the safety and needs of the students is very evident throughout the
school. Adults supervise the students well in break times, as they eat lunch and when
they move around the school.
The students are rewarded for their exemplary attitudes and contributions in making
MES a very successful school. The students’ achievements in becoming positive learners
are acknowledged in class by their teachers, in assemblies and published in newsletters.
Displays in classrooms and around the school promote and celebrate success: these
visual acknowledgements show the students how their efforts are valued by everyone in
the school.
The behaviour of students is exemplary. Teachers are calm and encourage effort in most
lessons, and students respond positively. High expectations of behaviour are set by the
school leadership, and teachers ensure the behaviour and reward system are used
successfully, fairly and consistently in lessons. The Golden Rule of the week is written on
the whiteboard and is often referred to in lessons.
The students have many opportunities in lessons to be thoughtful and reflective. They
are able to discuss learning challenges responsibly, listen well to each other, share and
take turns. Teachers plan lessons with challenge, expect students to take risks and be
resilient in their efforts. Students respond thoughtfully when answering questions and
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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are confident because they know their achievements are valued by their peers and
teachers.
The policy for Personal, Social and Health Education (PSHE) supports the development of
students’ personal and social skills. Weekly lessons guide the students into learning
these skills. This was evident in a lesson where students were learning the necessary
skills to be a good friend. By the end of the lesson, the students are able to describe and
demonstrate the qualities needed to be a ‘special’ friend.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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4. Leadership and management of the school
4.1 How well is the school led and managed?
The principal has established highly effective practices and procedures that promote the
development and implementation of a clear shared vision and strategic plan for the school
that places students and learning at the centre of all school actions. He works closely with the
two primary heads of school and with the board – it is an outstanding partnership.
The leadership of the headteachers and their senior management team is outstanding.
Through highly effective delegation, senior leaders are supported to take clear leadership
roles and this has an excellent impact on the standards achieved within the school. The
team is highly effective and ensures the school’s aims are met. They have a clear vision
and commitment to ensuring the school achieves high standards, and a total
commitment to celebrating the achievements of each and every child.
Resources and staff are well deployed so that learning time is maximised and children are
happy and secure. The school’s commitment to enabling the purchase of additional resources
to match the teaching and learning needs of each year group and subject specialist area
ensures that the level of provision is excellent.
The senior management team provide a high level of monitoring and support for all aspects of
the school’s activities. Effective systems have a positive impact on developing a clear
understanding of outstanding teaching and learning. The primary leadership team monitors
achievement levels across the primary school and sets consistently high expectations.
School leaders are focussed on developing the strengths of staff. Teams meet regularly to
engage in professional discussions facilitated by middle managers. Good practice is shared
and areas for development addressed supportively. Locally hired teaching and learning
assistants in particular benefit from this dialogue: their contribution to the school is important.
The shared school vision and leadership opportunities afforded middle managers through this
mechanism are strengths of the school.
The quality of teamwork by all adults is of the highest standard. With the exemplary support
of the school’s Managing Director and Deputy Managing Director, the leadership team
continually evaluate the quality of provision with the aim of improving the quality even more.
The school board takes an active role in the school: it is outstanding in its commitment to the
vision of high expectations for student achievement and the quality of learning. Through their
careful management of the whole organisation, operations, facilities and resources, they
successfully promote and protect an outstanding learning environment. Administrators
provide outstanding support for the school.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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5. Quality of provision
5.1 How good are the accommodation, the staffing levels
and the resources?
The accommodation for learning for primary students at MES is outstanding. There
are 6 good sized classrooms for each year group from Foundation Stage 1 through to
Year 6 which branch off a central communal area. This serves to provide additional
learning space and a feeling of ‘belonging’.
Students have access to two well-resourced libraries, and there is a science
laboratory available for class teachers to use. Two ICT suites and an audio-visual
room allow for specialist lessons and cross-curricular work. There are dedicated
rooms for Learning Development, PSHE, French, art and cooking. The performing
arts are well provided for, in terms of a theatre that seats 400, three music rooms
and a dance studio. Facilities for PE are shared with the secondary school and
include a gym, 3 multi-purpose halls, a basketball court, swimming pool and playing
field.
There is carefully planned use of outside space. Four yards provide sufficient seating
and shading for students to use during staggered break times and the rota system
for the basketball court and field to play football on is well understood by students.
There is an excellent level of supervision in the playground, especially necessary
given the large number of students in a relatively small space.
A calm atmosphere permeates the primary school: movement around the site is safe
and orderly. MES is looking for ways to improve provision within the constraints of
the site. The Key Stage 2 library was extended in August 2011 and a dedicated room
for art was created in September 2011.
Displays in the primary school are outstanding and serve to enhance learning, both
within classrooms and shared areas. There is a good mix of those which provide
information and others celebrate students’ work. All are child-centred and many are
interactive, including the multi-sensory corridor. Displays serve to reinforce the
vision and mission of the school together with whole school initiatives such as the
‘5Rs’, Golden Rules and anti-bullying week.
Staffing levels are excellent. The average class size in the primary school is 26,
though some are more than this. Each class has a teacher with qualified teaching
status and an assistant. In the Foundation Stage, additional assistants work with
groups of children in the communal areas to support the six areas of learning.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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Learning Development Department teachers contribute to increasing the quality of
provision and subject specialist teachers for ICT, Arabic, French, PE, music and art
enrich the curriculum. There are three Lead Teachers who monitor, support and
develop the teaching and learning process. Some staff, including the two head
teachers, have additional qualifications that contribute to increasing the quality of
provision.
A very generous number of non-teaching staff are employed by MES. They make a
valuable contribution to ensure that the school runs smoothly. These include three
doctors and a nurse who follow well established procedures to provide regular
medical checks for students, together with care for those who are ill during the
school day.
The school’s commitment to enabling the purchase of additional resources to match
the teaching and learning needs of each year group and subject specialist area
ensures that that the level of provision is high. Each classroom has an interactive
whiteboard and there are at least six computers in each of the communal areas, in
addition to the shared primary ICT facilities.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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6. Overall effectiveness of the school
6.1 How successful is the school?
MES Cairo is an outstanding school that ensures the students are at the heart of all its
decisions. Each child is valued and cherished as an individual learner, and respected as an
important part of the school community. The values of care, challenge and inspire are fully
embedded across the school. As a result, the students’ attitudes, values, behaviour and
aspirations are excellent.
The principal and school board are fully involved in the life of the school and provide a high
level of strategic management and support. This enables school heads to provide an
outstanding level of leadership in a collaborative and supportive environment.
Parents fully support the vision and direction of the school. They recognise the important -
contribution the school makes towards the development of their children.
The primary leadership team provide very effective management based on a shared vision and
set of expectations. Routines and procedures are followed, and clearly understood by all.
Teachers value the support they are given, and the opportunities they have to develop their
professional competencies in a supportive learning environment.
The school is very well resourced. It provides a clear and enlightened curriculum that is broad
and balanced, with an appropriate focus on the ‘Britishness’ of the school.
The school supports and celebrates the achievements of all of its children and recognises the
education of the whole child is essential. The children achieve high standards in SATs results,
but also develop as highly effective learners who understand and respond to the needs of
others.
The school has established a successful management system. It encourages and values the
contribution of all stakeholders, and celebrates the British nature of the school within the
context of being an international school.
The school provides effective on-going staff development opportunities that enable teaching
and learning methods to be up-to-date, reflective and results in highly effective provision.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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6.2 What the school does well
The school has many strengths:
• The quality of learning and teaching is outstanding.
• Students in all years are given opportunities to learn and achieve in a variety of
ways, catering for their learning styles and individual learning.
• There are many outstanding opportunities for students to critique their own or a
partners work orally or via the written word.
• The range and quality of assessment is outstanding.
• An exciting learning environment supports and enhances attainment.
• Attitudes to learning are exemplary: in lessons, students are always keen and
confident to be involved in their own learning.
• The school achieves its aims to care, challenge and inspire the students in all
aspects of school life.
• The child is firmly placed at the centre of every aspect of school life.
• The ‘5Rs’ and Golden Rules articulate a strong moral code and a culture of
reflective learning which provides teachers with the impetus for high expectations.
• Senior leaders have successfully empowered the staff to be collaborative and find
opportunities to take risks and to drive learning.
• Relationships between all school members are clearly recognised as the
foundation for learning.
• There is an exemplary level of care: the high level of support of the whole school
community enabled everyone to cope in a climate of political change and
challenging circumstances.
• The school focuses on providing support and training to staff to ensure they are
confident to adapt to the schools’ high expectations.
Inspection report, Modern English School, Cairo – 27th – 30
th November 2011
Primary
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6.3 What should the school do to improve further?
Among the school’s many strengths, the following is an area for further development:
• to increase the number of students achieving level 3 and level 5 at the end of each
key stage.
6.4 Does the school meet the DfE standards?
MES Cairo Primary is an outstanding school, which is achieving well above the DfE
standards.
Evidence sources/s
During the inspection, 39 full or part lessons were observed, school documentation and
policies were analysed. Students’ workbooks were scrutinised, and discussions were held with
the senior staff, the management team, a range of teachers, parents and groups of children.
Two whole school days were monitored. It was necessary to split these two days, as the school
was closed for 24 hours due to the Egyptian elections.