School Inspection Key Findings 2015-2016 (KHDA) | Page 15

School leaders who understand clearly and accurately their schools’ strengths and weaknesses are in a
much better position to effectively plan for improvement. This is why DSIB places firm emphasis on the
need for all schools to become more familiar and confident with the processes of school self-evaluation
and improvement planning.
51%

35%
30%
Schools with weak self-evaluation
in Indian curriculum schools

14%

2009-2010

Schools with good or better self-evaluation
in Indian curriculum schools

2015-2016

Quality of school self-evaluation
After six years, Indian curriculum schools are better placed to use the information from previous
inspections and their own evaluations to plan for the future. Good or better self-evaluation has increased
by 16 percentage points while weak self-evaluation has decreased by 16 percentage points.
In many of the schools where the quality of leadership and school self-evaluation was judged to be
good or better, boards of governors and principals had given a very high priority to the appointment,
retention and development of effective leaders at all levels. Furthermore, governors and principals
ensured that all educational leaders in the school developed a good understanding of the school’s
curriculum and of effective teaching and assessment strategies.

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