Al Shola Private School - branch Industrial Area 13 logo

Al Shola Private School - branch Industrial Area 13Principal & Leadership Team

Curriculum
Ministry of Education
SPEA
Good
Location
Sharjah, Industrial Area 13
Fees
AED 6K - 12K
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Leadership & Governance

Good
SPEA Overall Rating (2023)
Improved from Weak in 2018 — a two-grade gain; 7 of 17 MoE curriculum schools in Sharjah rated Good or above
1:19
Student-Teacher Ratio
Above the Sharjah city average of 1:13.6 across all private schools — larger class sizes than the city norm
5%
Annual Teacher Turnover
Low turnover signals strong staff stability and leadership continuity
97.2%
Student Attendance Rate
Rated Very Good by SPEA inspectors; reflects strong community confidence in the school
51 / 169
Joint Leadership Observations
30% of all classroom observations conducted jointly with school leadership — above typical inspection norms
Good SPEA RatingWeak to Good Turnaround5% Staff TurnoverActive Board Governance97.2% Attendance

Al Shola Private School - Branch Industrial Area 13 is led by Principal (Director) Ibrahim Salim Baraka, whose sustained commitment and strategic vision are explicitly cited by the Sharjah Private Education Authority (SPEA) as the primary driver behind the school's most significant achievement in recent years: a progression from Weak (2018) to Good (2023) — a two-grade improvement across a single inspection cycle. This is not a marginal gain; it represents a fundamental transformation in school quality, and inspectors are unambiguous in attributing it to leadership. Governance is provided by a Board of Trustees chaired by Abdullah Rashid Omran, which works in active partnership with the principal and senior leadership team.

The 2023 SPEA inspection, conducted by a team of 6 reviewers who carried out 169 classroom observations — 51 of which were joint observations with school leadership — rated overall school effectiveness as Good. Leadership quality across all sub-indicators is now rated Good, reflecting a cohesive and functional leadership structure. The volume of joint observations signals that leadership is actively embedded in instructional improvement rather than operating at a remove from classroom practice.

The school employs 65 teachers with a student-to-teacher ratio of 1:19. This is notably higher than the Sharjah city average across all private schools, and warrants attention from parents evaluating class sizes and individual attention. Among UAE Ministry of Education curriculum schools in Sharjah, [MISSING: MoE-specific average student-teacher ratio for comparative context]. The primary teacher nationality is Egyptian, reflecting the school's Arabic-medium, MoE-curriculum orientation and its predominantly Syrian and Egyptian student body. [MISSING: staff qualification data — percentage holding relevant degrees or postgraduate qualifications]

Staff retention is a genuine strength. The school records a teacher turnover rate of just 5%, which is a strong signal of workforce stability and institutional continuity. Low turnover typically correlates with consistent teaching relationships, accumulated school knowledge, and reduced disruption to student progress — all meaningful factors for parents. SPEA inspectors specifically highlighted well-organised professional development programmes and focused improvement plans as key contributors to improved teaching quality, suggesting that leadership invests meaningfully in staff capability rather than relying on recruitment to solve performance gaps.

Parent engagement is embedded in the school's improvement model. SPEA's report notes that parents participate alongside leadership and the Board of Trustees in supporting school improvement, and parent surveys are conducted as part of the review process. Student attendance of 97.2% — itself a proxy for community confidence — further reinforces the sense of a school where families are invested. The Student Council also provides a structured channel for student voice. The school's trajectory, its leadership stability, and its low staff turnover collectively present a picture of an institution that has found its footing and is building on it — though inspectors are clear that reaching Very Good will require sharper use of assessment data and more deliberate development of critical thinking and research skills across all year groups.