The MOE school inspection framework (UAE) specifies that “Inspectors will evaluate students’ progress in English based on the standards outlined in the school’s curriculum.” Phonics has become a fundamental part of early reading development across various curricula in the UAE, including British, American, Indian, and Canadian systems. It is essential in helping children “decode” written language by teaching them grapheme-phoneme correspondences, as well as developing the skills of blending to read and segmenting to spell.
How can Monster Phonics help you drive early literacy standards in alignment with the MOE inspection framework? Here are some ways we can support you in meeting the inspection descriptors for an ‘Outstanding’ rating:
1.1.2. In external examinations, most students attain levels that are above national and international standards.
Monster Phonics schools consistently perform above average against UK phonics screening tests.
3.1.1. Most teachers expertly apply their knowledge of their subjects and how students learn them.
We support schools with extensive CPD to ensure teachers become experts in phonics. We provide a mixture of live training sessions, bespoke to school needs, and an on-demand training hub for teachers to access at their own pace.
3.1.2 Teachers plan imaginative lessons, provide inspiring learning environments and use time and resources creatively to enable all groups of students to learn very successfully.
Monster Phonics provides creative and engaging lessons, all pre-prepared to support teachers’ workload. Lessons are structured and progressive to ensure teachers can make the most effective use of learning time. The world of Monster Phonics excites young learners, creating fun and motivating lesson contexts. A range of resources and ideas are available to support teachers in adapting lessons to meet the needs and interests of their class.
3.1.3 Teachers’ interactions with students ensure that they are always active and focused learners. Questioning challenges students’ thinking and promotes insightful responses. Dialogue engages students in insightful discussions and reflection.
Key questions are incorporated into planning and can be found within decodable readers for group reading sessions. Lessons are highly interactive and use a range of multisensory resources.
3.1.4 Teachers use strategies that successfully meet the individual needs of students. Teachers have high expectations of all groups of students. They provide very challenging work and excellent support.
Monster Phonics has high expectations of student achievement. Blending and segmenting are introduced very early on in the programme with many opportunities for the rehearsal of these skills as new GPCs are introduced. Each lesson is progressive and moves from single words to sentence reading and writing. Scaffolds such as phoneme frames and magnetic letters can be used to support within lessons and complete intervention planning and resources are available for those who need additional support.
3.2.1 Internal assessment processes are fully coherent and consistent. They are directly linked to the school’s curriculum standards to provide valid, reliable and comprehensive measures of students’ academic, personal and social development.
Regular summative assessment checkpoints are embedded within the programme to provide detailed feedback on student achievement and identify any gaps in their understanding. This is available in both a manual and an online assessment format, to give teachers flexibility in delivery. We also provide guidance and support on formative assessment within lessons.
3.2.2 The school rigorously benchmarks students’ academic outcomes against a range of external, national and international expectations.
We provide phonics screening test materials to benchmark students against UK curriculum standards.
3.2.3 Assessment data is rigorously analysed. Information about students’ progress, as individuals and as groups is accurate and comprehensive. It is monitored effectively.
Data from summative assessments can be analysed through our online assessment platform to look at student achievement and progress for individuals, classes, cohorts or groups e.g. EAL students, PODs, different nationalities.
3.2.4 Assessment information is used skilfully and effectively to influence teaching and the curriculum in order to meet the learning needs of all groups of students and to optimise their progress.
Once data is analysed, using tracking documents or online assessment tools, this can be used to identify groups of students who need further challenge or support. We provide expert training to help teachers understand this process more effectively.
4.1.2 The curriculum is very well planned to ensure structured progression in all subjects. It meets the needs of all students. Continuity of learning is seamless and students are fully prepared for the next phase of education, within school and beyond.
Yearly overviews are available for all to ensure there is a clear progression of skills across the programme. New learning is introduced systematically and opportunities for assessment and revision are built in across the year.
4.2.3 Innovative and coherent learning experiences are embedded through all aspects of the curriculum to enable all students to develop excellent understanding of the UAE’s culture and society.
We work closely with a number of schools across the GCC to ensure that all content in the Monster Phonics programme is culturally sensitive and embraces the values of these nations. We have rewritten books to reflect the people and culture of the region and are continuing to develop new materials with Emirati culture and values in mind.
