Quality & Accountability

BIES School Inspection Framework

Explore the BIES school inspection framework covering six performance standards, seventeen indicators and key areas of school quality, including teaching, curriculum, student development, safeguarding and leadership.

Overall Performance Judgement

Not yet rated

Based on the ‘best fit’ across all 17 indicators below, reviewed periodically by school leadership.

The Six-Level Quality Scale

How every indicator is judged

OutstandingVery GoodGoodAcceptableWeakVery Weak

At a Glance

Ratings across all 17 indicators

Outstanding
(0)

Very Good
(0)

Good
(0)

Acceptable
(0)

Weak
(0)

Very Weak
(0)

The Framework

Six standards, seventeen indicators, every point we're judged on

Standard 1: Students' Achievement

1.1 Attainment

Not yet rated

Attainment as measured against authorised and licensed curriculum standards
Attainment as measured against national and appropriate international standards
Knowledge, skills and understanding, especially in the key subjects
Trends in attainment over time

1.2 Progress

Not yet rated

Progress of students, including those with special educational needs, against their starting points and over time
Progress in lessons
Progress of different groups of students

1.3 Learning skills

Not yet rated

Students' engagement in, and responsibility for, their own learning
Students' interactions, collaboration and communication skills
Application of learning to the world and making connections between areas of learning
Innovation, enterprise, enquiry, research, critical thinking and use of learning technologies

Standard 2: Students' Personal and Social Development, and Their Innovation Skills

2.1 Personal development

Not yet rated

Attitudes
Behaviour
Relationships
Adoption of safe and healthy lifestyles
Attendance and punctuality

2.2 Understanding of Islamic values and awareness of Emirati and world cultures

Not yet rated

Appreciation of the role and values of Islam in society
Respect for local heritage and culture
Understanding and appreciation of their own and other world cultures

2.3 Social responsibility and innovation skills

Not yet rated

Community involvement, volunteering and social contribution
Work ethic, innovation, enterprise and entrepreneurship
Environmental awareness and action

Standard 3: Teaching and Assessment

3.1 Teaching for effective learning

Not yet rated

Teachers' knowledge of their subjects and how students learn them
Lesson planning, the learning environment and the use of time and resources
Teacher–student interactions including the use of questioning and dialogue
Teaching strategies to meet the needs of individuals and groups of students
Teaching to develop critical thinking, problem-solving, innovation and independent learning skills

3.2 Assessment

Not yet rated

Internal assessment processes
External, national and international benchmarking
Analysis of assessment data to monitor students' progress
Use of assessment information to influence teaching, the curriculum and students' progress
Teachers' knowledge of, and support for, students' learning

Standard 4: Curriculum

4.1 Curriculum design and implementation

Not yet rated

Rationale, balance and compliance
Continuity and progression
Curricular choices
Cross-curricular links
Review and development

4.2 Curriculum adaptation

Not yet rated

Modification of curriculum to meet the needs of all groups of students
Enhancement, enterprise and innovation
Links with local culture and society

Standard 5: The Protection, Care, Guidance and Support of Students

5.1 Health and safety, including arrangements for child protection / safeguarding

Not yet rated

Care, welfare and safeguarding of students, including child protection
Arrangements to ensure health, safety and security
Quality of maintenance and record keeping
Suitability of premises and facilities for all students, including those with special educational needs
Provision for, and promotion of, safe and healthy lifestyles

5.2 Care and support

Not yet rated

Staff-student relationships and behaviour management
Promotion and management of attendance and punctuality
Identification of students with special educational needs, and those who are gifted and/or talented
Support for students with special educational needs, and those who are gifted and/or talented
Guidance and support for all students

Standard 6: Leadership and Management

6.1 The effectiveness of leadership

Not yet rated

Vision and direction
Educational leadership
Relationships and communication
Capacity to innovate and improve
Impact on and accountability for school performance and standards

6.2 Self-evaluation and improvement planning

Not yet rated

Processes for school self-evaluation
Monitoring and evaluation of teaching and learning in relation to students' achievement
The processes and impact of school improvement planning
Improvement over time

6.3 Partnerships with parents and the community

Not yet rated

Parental involvement
Communication
Reporting
Community and relevant partnerships

6.4 Governance

Not yet rated

Involvement of parents and other stakeholders and impact on decision-making
Ensuring accountability for the school's actions and outcomes
Influence on and responsibility for the school's performance

6.5 Management, staffing, facilities and resources

Not yet rated

Management of the day-to-day life of the school
Sufficiency, deployment and development of suitably qualified staff to optimise student achievements
Appropriateness of the premises and learning environment to promote student achievements
The relevance and range of resources for effective teaching and learning

Learn more about the BIES Quality Framework, review our Academic Standards & Guidelines, or explore our Academic Programs. If you have questions about the inspection framework, visit our Contact BIES page.

Cross-Cutting Principles

Innovation, Inclusion & Self-Evaluation

Innovation — new and creative approaches across curriculum, teaching, assessment and school organisation, driven by curiosity and a willingness to improve.
Inclusion — every student, including those with special educational needs and those who are gifted or talented, learns and participates together, with identification, curriculum modification and support all monitored closely.
Self-Evaluation — an ongoing, honest answer to three questions: How are we doing? How well should we be doing? What will we do to improve?

Special Educational Needs & Gifted/Talented

Every learner, supported

BIES identifies and supports students with special educational needs (behavioural/social/emotional, sensory, physical, medical, speech/language, learning difficulties, and specific learning difficulties such as dyslexia and dyscalculia) and students who are gifted or talented, through differentiation, flexible groupings, appropriate pacing, and enrichment or extension opportunities.

Questions about our standards?

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