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Strengthening Every Mind.  \nThis report assembles wellbeing, behaviour and safeguarding evidence for an Irtiqa'a inspection. Alongside the unified framework, it maps the platform record to ADEK behaviour, records, educational risk and student protection duties.  \nThe evidence during the inspection period reflects a moderate level of pupil engagement within the scope of fourteen pupils, with six pupils actively contributing entries across various conversation and log types. The material comprises a broad spectrum of routine and more acute examples, including a range of emotional expressions and reports relating to physical incidents. The recorded activities included conversational chats, journal entries, and creative content, indicating diverse channels through which pupil voice has been captured.  \n614  \nPupil voice entries  \n11  \nBehaviour entries  \n42.9%  \nPupils engaged  \n50.6%  \nFlags acknowledged  \nScope of this report: Whole school · Period: 2026-06-29 → 2026-09-05  \nGenerated 05 September 2026, 00:58 UTC · RPT-1202A48762CA · ADEK format  \nHow this report maps to the framework  \nThe table shows where Lumii supplies evidence and the weight that evidence can carry. Where the role is“Corroborates”, the professional judgement remains with the inspector.  \nFramework area / policy  \nPerformance Standard 2-pupils'personal and social development  \nWhat the inspector is looking for  \nSelf-discipline, respectful relationships and behaviour. Recorded evidence corroborates professional observation and pupil voice.  \nLumii role  \nCorroborates  \nWhere  \nSections 1, 2 and 4  \n\n| Performance Standard 5-5.1.1 care, welfare and safeguarding | Rigorous procedures and protection from abuse, bullying and online harm. | Strong | Sections 3 and 5 |\n| --- | --- | --- | --- |\n| Performance Standard 5-5.1.3 record keeping | Detailed, secure records of incidents, decisions and subsequent actions. | Strong | Section 5 |\n| Performance Standard 5-5.2.1 relationships and behaviour management | Consistent systems and procedures for recording and managing behaviour. | Strong | Sections 2 and 5 |\n| Performance Standard 5-5.2.5 guidance and support | Wellbeing and personal development are monitored and the resulting information is used. | Strong | Sections 1, 4 and 6 |\n| Performance Standard 6- leadership and management | Leaders use reliable evidence and self-evaluation to drive improvement. | Partial | Sections 4 and 6 |\n| ADEK School Student Behavior Policyrecords and bullying monitoring | Misconduct, interventions, communications, progress and bullying frequency are recorded and retrievable. | Strong | Sections 2, 5 and 7 |\n| ADEK Records and Educational Risk Policies | Behavioural incidents form part of the pupil record and evidence contributes to ongoing risk analysis. | Strong | Sections 4, 5 and 7 |\n| ADEK Student Protection Policy | The platform supports routing and audit evidence; external reporting is performed by the CPC. | Supports | Sections 3 and 7 |\n\nThe policy mapping states what the platform holds. It does not claim compliance on the school's behalf, and statutory reporting remains the responsibility of the Child Protection Coordinator and the school.  \n01  WHAT PUPILS ARE TELLING US  \nPupil contributions provide insights into both positive emotional states and significant concerns including distress and safety threats. Communication exhibited numerous expressions of calm and happiness as well as indications of stress, grief, and anxiety. Contrasting these positive expressions, there are flagged entries concerning serious physical altercations and threats. The breadth of languages used and session data suggest varied inter","cbCaitbrq45BeXpG","https://ap.wps.com/l/cbCaitbrq45BeXpG","pdf",60733,11,"English","# How this report maps to the framework\n## Performance standards and inspector focus\n## Whole-school scope and inspection period\n# What pupils are telling us\n## Pupil contributions, engagement and flags\n## Participation measures and activity routes\n# What staff are recording\n## Health, behaviour and welfare follow-ups\n## Moderation, concern categories and locations","[{\"question\":\"What evidence types does the report use to represent pupil voice during the inspection period?\",\"answer\":\"The report describes conversational chats, journal entries, and creative content such as art, avatar, sticker, and story entries. It indicates diverse interaction modalities captured across session routes and log types.\"},{\"question\":\"How does Lumii’s platform evidence map to the UAE Unified Inspection Framework?\",\"answer\":\"The report provides framework area/policy mappings and explains that where the role is “Corroborates,” professional judgement remains with the inspector. It lists which sections of the evidence correspond to each performance standard.\"},{\"question\":\"What does the report say about safeguarding and behaviour record handling responsibilities?\",\"answer\":\"It states that the policy mapping describes what the platform holds and does not claim compliance on the school’s behalf. It also notes that statutory reporting remains the responsibility of the Child Protection Coordinator (CPC).\"}]","ADEK IRTIQA - Inspection Evidence Report - Wellbeing, Behaviour & Safeguarding Inspection Evidence - Lumii Academy, Abu Dhabi - 2026-06-29 → 2026-09-05 | PDF",1790301184,28]