2016
-201
7
© 2017 Knowledge and Human Development Authority, Dubai, UAE. All rights reserved.
In the interests of enhancing the value of the information contained in this report, you may download, print, reproduce and distribute any material contained
in the report so long as KHDA is acknowledged as the source.
KEY MESSAGES
DUBAIINDIAN CURRICULUM
SCHOOLS’ INSPECTIONS
2016
-201
7
4 5
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
Foreword
This report provides an overview of the key findings and messages emerging from the inspection of 30 Indian
curriculum schools in Dubai during the 2016-17 school inspection cycle. It explores how KHDA initiatives, such as
the National Agenda Parameter and the Abundance Project, are helping ensure that schools prepare students for
the challenges of today and tomorrow.
This year’s inspection findings indicate that 65% of students in Indian curriculum schools now attend schools that
are rated good or better, compared to 35% when inspections started in 2009.
The report also highlights five key messages for Indian curriculum schools, drawn from findings of the inspections
that were carried out.
• Good leaders are the key to good schools. The report stresses the importance of governors, school
leaders and teaching staff working together to achieve a shared vision of quality education, work towards
this vision and sustain improvements that are made.
• Indian curriculum schools have embraced the spirit of the UAE National Agenda. The
report explains how Dubai’s overall results in the 2015 Trends in International Mathematics and Science
Study (TIMSS) were the highest in the region, and how scores in the Programme of International Student
Assessment (PISA) increased across all three subjects.
• Governing bodies and school leaders at all levels have a responsibility to facilitate an inclusive culture. Key inspection indicators show important improvements over time in the provision
for students with Special Educational Needs and Disability (SEND). The report emphasises the responsibility
of governing bodies and school leaders at all levels in making sure they facilitate an inclusive culture in
their schools.
• Early year’s provision is improving. Inspection data indicates that there has been a steady
improvement in the quality of early year’s provision since inspections started in 2009. Children’s personal
and social development is not an automatic process; it is dependent on their having opportunities to
interact positively with adults who value them.
• The importance of sustaining improvement. The appointment of highly competent and
experienced leaders is critical in new schools, where issues of rising or falling school roll and the retention
and recruitment of staff are fundamentally important to the school’s sustainable improvement.
Contents
Foreword
Context of Indian curriculum schools
Indian curriculum schools - Inspection Findings
Key messages
- Good leaders are the key to good schools
- Indian curriculum schools have embraced the spirit of
the UAE National Agenda
- Governing bodies and school leaders at all levels have a
responsibility to facilitate an inclusive culture
- Early years provision is improving
- The importance of sustaining improvement
Overall inspection ratings
5
6
8
11
11
13
17
19
25
26
DSIB remains committed to working alongside all schools to continue the improvements that have been
witnessed over the past eight years of inspection. I wish you continued success in your efforts to provide a high-
quality education for the young people of Dubai and fulfilling the high aspirations of the United Arab Emirates.
Fatma BelrehifExecutive Director of Dubai Schools Inspection Bureau
6 7
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
Indian curriculum schools in Dubai
Number of Indian curriculum schools inspected 91%
98%
Students in Indian curriculum schools
Number of students in the inspected schools
Context of Indian curriculum schools
88Years of
inspectingIndian and Pakistani
curriculum schools(2009-2017)
23,302Lessons observed
Insp
ectio
n Fa
cts
12,302Hours spent in classess
2,986Hours in meeting
98,311Students surveyed
368,914Parents surveyed
1,385 Inspectors
30 Schools
33 Schools
78,415 Students
79,844Students
Primary(G1-G5)
Secondary(G9-G12)
Middle(G6-G8)
KG
Distribution of students by phase
2,823Students with Special Educational Needs and Disabilities (SEND)
464Teaching Assistants
54Guidance counsellors
3,920Teachers
19%18%
44%19%
8 9
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
• This year fifteen schools have been rated as good or better, compared to sixteen schools in 2015-2016
• 11 schools have been rated as acceptable. This remains the same as in 2015-2016
• Four schools have been rated as weak, compared to two in 2015-2016
• No schools have been rated as very weak
Indian curriculum schools - Inspection Findings
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
2 Schools
3 Schools
10 Schools
11 Schools
4 Schools
0 Schools
9,546 students
16,519 students
25,236 students
20,780 students
6,334 students
0 students
Overall performance (2016-2017)
51,301
10,049
2016-2017
2015-2016
2009-2010
below ‘good’ good or better
(27,114) 35% (51,301) 65%
(52,144) 67%
(24,294) 45%
Students in Indian curriculum schools between 2009-2010 and 2016-2017
students attended schools rated as good or better in 2016-2017.
students joined good or better schools in 2016-2017, as new enrollment
or transfer. 910 students transferred from an acceptable or weak school in
2015-2016 to a good or better school this year.
65%
35%
(25,287) 33%
(30,210) 55%
10 11
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
60%
50%
40%
30%
20%
10%
0%
Fewer students attend ‘acceptable’ schools
Overall rating of schools
Perc
enta
ge o
f st
uden
ts
More students attend ‘outstanding or ‘very
good’ schools
Weak Acceptable Good Very Good/Outstanding
2009-2010
2011-2012
2013-2014
2014-2015
2016-2017
60%
50%
40%
30%
20%
10%
0%
Perc
enta
ge o
f st
uden
ts
Weak Acceptable Good Very Good Outstanding
4%6%
8%
51%
45%
34%32%
27%
21%
12%
0%
21%
12%
2009
-201
0
2009
-201
0
2009
-201
0
2009
-201
0
2009
-201
0
2015
-201
6
2015
-201
6
Ther
e w
as n
o ‘v
ery
good
’ cat
egor
y in
200
9-20
10
2015
-201
6
2015
-201
6
2015
-201
6
2016
-201
7
2016
-201
7
2016
-201
7
2016
-201
7
2016
-201
7
Students in Indian curriculum schools between 2009-2010 and 2016-2017
Distribution of students attending Indian curriculum schools
27%
Key Messages
Strong effective leadership is essential in all schools. Leaders in these schools are focused on improving outcomes for students. Inspection findings show that in schools with strong leadership:
• self-evaluation is a crucial part of a school’s ongoing cycle of review and improvement
• teaching is monitored continuously
• principals and governors work well together
• governors are aware of their responsibility to provide challenge as well as support, and they take their own training and skills development very seriously
• staff demonstrate an increasingly sophisticated understanding of their school’s data
As a result, the provision and student outcomes improve.
GOOD LEADERS ARE THE KEY TO GOOD SCHOOLS
Num
ber o
f ‘Go
od o
r Bet
ter’
insp
ectio
n ju
dgem
ents
in a
ll pe
rform
ance
indi
cato
rs 1000
900
800
700
600
500
500
400
300
200
10
0
Over the last eight inspection years, 60% of schools with ‘good
or better’ leadership have successfully improved provision and
students outcomes across all performance indicators
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Inspection year
293
354
479
502
591618
852875
STRONG LEADERS... HAPPIER COMMUNITIES
‘‘
‘‘of Indian curriculum
schools now provide good or better leadership
60% 56% 48%of Indian curriculum
schools now provide good or better governance
of Indian curriculum schools now provide good or better self-evaluation
12 13
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
2016-2017
of Indian curriculum schools have taken part in the National Agenda Parameter
of Indian curriculum schools have met or exceeded expectations
INDIAN CURRICULUM SCHOOLS HAVE EMBRACED THE SPIRIT OF THE UAE NATIONAL AGENDA
‘‘ ‘‘
This year, inspection reports include a dedicated section which
focuses on the impact of the UAE National Agenda Parameter.
This parameter requires all schools to participate in international
and external benchmarking assessment and is used to monitor
schools’ progress in meeting their UAE National Agenda targets.
Focus areas for the UAE National Agenda Parameter inspections
Students’ attainment in mathematics, English, and science
The development of students’ critical thinking and research skills
The quality of training for teachers
Students’ performance in international benchmark tests
Schools analyse international benchmark assessments, and use this analysis to improve curriculum, teaching and learning
2016-2017
100%
54%
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Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
What are the more successful schools getting right?
What are the more successful schools getting right?
What are the more successful schools getting right?
School leaders and teachers analyse international benchmark assessment data and compare it to the school’s internal data. They identify differences between these two sets of data and draw up detailed action plans which address key areas for improvement.
School staff are trained in interpreting and using the National Agenda parameter results.
They modify and align the curriculum to meet requirements of TIMSS and PISA for all grade levels in content and skills.
Teachers plan for continuity and progression in National Agenda-relevant subject skills.
They ensure that students have increasing opportunities to:
a. think critically
b. carry out investigations
c. ask open-ended problems
d. learn through inquiry
e. apply their learning to real life situations.
TIMSS 2015
Mathematics Grades 4 and 8 Science Grades 4 and 8
Students in Indian curriculum schools:
scored more than 33 points above the international average
41% of students achieved at the high benchmark or above.
score more than 57 points above the international benchmark
56% of students achieved at the high benchmark or above
Students in Indian curriculum schools:
What are the more successful schools getting right?
Significant improvements towards the journey to 2021 in TIMSS
TIMSS 2015
Dubai’s overall results are the highest in the region
Dubai exceeds the UAE’s National Agenda target for Grade 8 in TIMSS There has been an increase in overall average scores since the 2012 PISA tests across all three subjects.
The overall science average is 18 points above the OECD average, an improvement of 18 points when compared to the score achieved in 2012.
The overall mathematics average is 19 points above the OECD average, an improvement of 21 points when compared to the score achieved in 2012.
The overall reading average is nine points higher than the score achieved in 2012.
Significant improvements towards the journey to 2021 in PISA 2015
TIMSS 2015
TIMSS 2015
On average, Indian curriculum school students have performed above the OECD average
The performance of students attending Indian curriculum schools has improved significantly in TIMSS 2015. It is the highest performing curriculum in Grade 4 science, and second highest performing curriculum in Grade 4 mathematics.
16 17
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
In 77% of the schools inspected, the schools’ partnerships with parents of children with SEND was rated as good or better.
A special section dedicated to the National Agenda is included in all our school inspection reports. This section highlights the school’s improvements towards meeting the National Agenda targets, it also provides details of internal initiatives adopted to achieve school targets.
The National Agenda journey of Sheffield School. • In this school, senior leaders ensure that external data is analysed rigorously.
• Teachers use the analysed data to identify strengths and weaknesses in students’ learning and they plan lessons using this information.
• The curriculum is adjusted to include additional content relevant to the National Agenda Parameter, TIMSS and PISA. For example, more dedicated reading time, additional creative writing sessions and open ended problem solving have been introduced.
• Teachers are beginning to use strategies to develop students’ critical thinking and make learning more meaningful.
• Teachers work with students to ensure that the National Agenda Parameter individual reports have an impact on their learning. Consequently, students are developing the necessary skills to manage their own learning and become independent learners.
• Students routinely use books and articles to develop research skills. Their use of learning technologies to conduct research, and to analyse and evaluate information for a specific purpose is developing.
The Indian High School Branch has prioritised the development of partnerships with parents of students with SEND. Whilst the overall quality of provision for students with SEND was rated as good, the quality of parent partnerships continued to improve and was rated as outstanding this year.
• The school works closely with parents of students with SEND to ensure that positive relationship are established and maintained. Parents hold the leaders for the provision for SEND and teachers in high regard. They appreciate the support and guidance provided for their child.
• There is very regular communication between specialist staff and teachers, and parents. This ensures that parents are well informed about their child’s progress. Parents speak very highly of the informative and timely communication regarding their child’s progress, and the workshops that have been organised to help them support their child’s learning at home.
• The school ensures that parents are fully involved in the process of identification of their child’s needs, the formulation and review of their individual education plans and the review of the child’s progress.
SUCCESS STORYGOVERNING BODIES AND SCHOOL LEADERS AT ALL LEVELS HAVE
A RESPONSIBILITY TO FACILITATE AN INCLUSIVE CULTURE‘‘ ‘‘
The overall quality of the provision for students with special educational needs and disability (SEND) is improving
SUCCESS STORY
Good or better parent partnerships
77%
18 19
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
The impact of improving leadership upon the quality of provision and outcomes for students with SEND was evident at Our Own High School this year. The quality of leadership of SEND improved from good last year to very good this year. This key improvement led to a significant enrichment of provision which has had a direct impact upon student progress. Consequently, the school has now achieved an overall rating of good for the quality of provision and outcome for students with SEND.
• The school has a very positive and nurturing ethos which underpins its policy for inclusion. Students with SEND are welcomed and whilst the specialist staff team is not large in number, it is cohesive and well led.
• The leaders for SEND provision monitor the progress of students with SEND closely in conjunction with phase supervisors and counsellors. This has resulted in a drive for continuous improvement in standards of teaching and learning. Resources are not plentiful but the staff strive to use what they have very well.
• Systems of record keeping are almost always up to date and show the progress for each student and the special arrangements made for them. The three levels of intervention, from monitoring progress carefully to a modified curriculum, reflect a thoughtful approach to meeting students’ needs.
Good or better leadership of SEND
73%Good or better leadership of the provision for students with SEND has increased by 12 percentage points when compared to 2015-2016
SUCCESS STORY
IdentificationSchools are increasingly able to accuractely identify students with SEND.
EARLY YEARS PROVISION IS IMPROVING ‘‘
‘‘
Indian curriculum schools inspected this year have continued the steady improvement in the quality of provision for children in the early years
Focus areas for the UAE National Agenda Parameter inspections
24%
28%
36%
16%
36%
of schools have improved the quality of their curriculum
of schools have supported the improvement of children’s personal and social development
of schools supported and raised children’s understanding of Islamic values and their local, cultural and global awareness
of schools have improved the rating of the quality of their children’s learning skills from good to very good
of schools have supported the improvement of children’s understanding of their responsibilities as members of a school community
20 21
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
At Ambassador Kindergarten staff meticulously monitor children’s learning and development and the identification of the next steps in their learning. They inspire children’s curiosity and enthusiasm to learn, so that children are keen to have a go. Staff prepare children for transition to the primary phase in terms of their knowledge, skills, understanding, and attitudes to learning. They work extremely well with parents to secure children’s wellbeing.
The principal encourages parental involvement, and values parents’ opinions and suggestions. As a result, parents feel they are welcome at the school. Opportunities for parents to meet and hear about educational updates, such as the national priorities and to support a programme of social events, contribute to an open and transparent school ethos.
The school has used the recommendations from KHDA inspections to improve teaching, the accuracy and impact of monitoring and self-evaluation.
Currently there are two schools in Dubai offering the Pakistani curriculum to 2,863 students. In these schools improvement has stalled, and the schools remain a concern for KHDA. Nevertheless, recommendations made in DSIB inspection reports continue to assist schools in driving forward improvements.
School NameMain
Curriculum
2016-2017
overall rating
2015-2016
overall rating
2014-2015
overall rating
2013-2014
overall rating
2012-2013
overall rating
2011-2012
overall rating
2010-2011
overall rating
2019-2010
overall rating
Pakistan
Educational
Academy
Pakistani Acceptable Acceptable Acceptable Weak Weak Weak Acceptable Acceptable
H. H. Shaikh
Rashid Al
Maktoum
Pakistani
School-Dubai (
English Lang)
Pakistani Weak Weak Weak Weak Acceptable Acceptable Weak Weak
SUCCESS STORY
The performance of Pakistani curriculum schools
22 23
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
KHDA surveys: what students say…
IMAGE HERE
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‘‘
‘‘
‘‘
‘‘
‘‘
School is fun; I love my school
I am happy with what my school offers
I have seen our school develop in many areas over these past years
Teachers really teach well, and they are approachable at all times if we have doubts
Our school has updated us with what is happening around the world in the field of English, science and mathematics
There are not enough extra curricula activities in our school
‘‘
‘‘
‘‘
‘‘
‘‘
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24 25
Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
Number of hits on inspection report
2009-2010
31,763
2010-2011
40,279
2011-1012
58,797
2012-1013
68,493
2013-2014
70,055
2014-2015
68,613
2015-2016
55,896
KHDA is proud that 65% of all students in Dubai Indian curriculum schools now attend schools that have been rated good or better. At the same time, it is concerning that some schools have not been able to sustain their improvements. Sustaining improvement is important in both established and new schools. Inspection evidence indicates that in schools where improvement has not been sustained:
• lessons tend to be teacher-directed, with apparent weaknesses in basic teaching skills
• leaders focus more on monitoring teachers than helping to develop their expertise
• principals and governors do not evaluate well the impact of initiatives for improvement
This year KHDA has introduced the Abundance Initiative. This is a mutually beneficial alliance of forward-thinking, compassionate schools committed to sharing knowledge and practices with others in Dubai to improve education. It brings together schools from different curricula, from different areas, or with different inspection ratings. Schools have formed partnerships to work on the projects that will improve education in each of their schools.
Through inspections, KHDA will continue to focus on strong leadership, positive culture, good teaching and rigorous assessment systems. Getting these things right is what leads to better outcomes for all students.
This provides information on the number of people
accessing inspections reports to gain
information about schools in Dubai.
THE IMPORTANCE OF SUSTAINING IMPROVEMENTS‘‘
‘‘
KHDA surveys: what parents say…
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‘‘
‘‘
‘‘
‘‘
‘‘
Frequent changes of principal and inability to retain the teaching staff is hampering the process of learning and education in the school
Thank you KHDA for all your help and support
The school has really helped my child grow in a positive environment
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Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017
Dubai Indian Curriculum Schools’ Inspections – Key Messages
Scho
ol ra
tings
– In
dian
cur
ricul
um s
choo
ls
Scho
ol N
ame
Mai
n Cu
rric
ulum
2016
-201
7 ov
eral
l rat
ing
2015
-201
6 ov
eral
l rat
ing
2014
-201
5 ov
eral
l rat
ing
2013
-201
4 ov
eral
l rat
ing
2012
-201
3 ov
eral
l rat
ing
2011
-201
2 ov
eral
l rat
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2010
-201
1 ov
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2009
-201
0 ov
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Sprin
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2016
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7 ov
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2015
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6 ov
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2014
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5 ov
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2013
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4 ov
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2012
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3 ov
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2011
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2 ov
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2010
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1 ov
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ood
Goo
dG
ood
Goo
dG
ood
Goo
dG
ood
The
Mill
eniu
m
Scho
olIn
dian
(CBS
E)Ve
ry G
ood
Very
Goo
dG
ood
Goo
dG
ood
Goo
dG
ood
Goo
d
Raja
giri
Inte
rnat
iona
l Sc
hool
Dub
aiIn
dian
(CBS
E)G
ood
Goo
dG
ood
Goo
dG
ood
Goo
dG
ood
Goo
d
The
Indi
an H
igh
Scho
ol-B
ranc
hIn
dian
(CBS
E)G
ood
Goo
dG
ood
Goo
dG
ood
Goo
dG
ood
Goo
d
Our
Ow
n H
igh
Scho
olIn
dian
(CBS
E)G
ood
Goo
dG
ood
Goo
dG
ood
Goo
dG
ood
Acc
epta
ble
JSS
Inte
rnat
iona
l Sc
hool
LLC
Indi
an(C
ISCE
)G
ood
Goo
dG
ood
Goo
dA
ccep
tabl
eA
ccep
tabl
eG
ood
Not
insp
ecte
d
JSS
Priv
ate
Scho
ol
LLC
Indi
an(C
BSE)
Goo
dG
ood
Goo
dA
ccep
tabl
eA
ccep
tabl
eN
ot in
spec
ted
Not
insp
ecte
dN
ot in
spec
ted
GEM
S O
ur O
wn
Indi
an S
choo
lIn
dian
(CBS
E)G
ood
Goo
dA
ccep
tabl
eG
ood
Goo
dG
ood
Goo
dA
ccep
tabl
e
The
Kind
erga
rten
St
arte
rsIn
dian
(CBS
E)G
ood
Goo
dA
ccep
tabl
eA
ccep
tabl
eA
ccep
tabl
eA
ccep
tabl
eA
ccep
tabl
eA
ccep
tabl
e
Am
bass
ador
Sc
hool
L.L
.CIn
dian
(CIS
CE)
Goo
dG
ood
Acc
epta
ble
Acc
epta
ble
Acc
epta
ble
Acc
epta
ble
Not
insp
ecte
dN
ot in
spec
ted
Am
bass
ador
Ki
nder
gart
en L
LCIn
dian
(ICS
E)G
ood
Goo
dA
ccep
tabl
eA
ccep
tabl
eN
ot in
spec
ted
Not
insp
ecte
dN
ot in
spec
ted
Not
insp
ecte
d
GEM
S N
ew
Mill
enni
um S
choo
l L.
L.C
Indi
an(C
BSE)
Goo
dG
ood
Not
insp
ecte
dN
ot in
spec
ted
Not
insp
ecte
dN
ot in
spec
ted
Not
insp
ecte
dN
ot in
spec
ted
Scho
ol ra
tings
– In
dian
cur
ricul
um s
choo
ls
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