AY 2024/25 Liwa International School - Falaj Hazaa Rating: <> Very Good <> Contents <> School information <> Changes since the previous inspection <> The school’s efforts towards meeting their targets on international <> assessments: TIMSS, PISA, PIRLS <> Performance in standardized and international assessments <> Reading <> Strengths of the school <> Key recommendations <> Summary of inspection findings 2024/25 <> Inspection findings <> School Information <> General Information Name Liwa International School - Falaj Hazaa Esis Number 9163 Location 14, Ibn Sina St, Falaj Hazza', Al Ain, 30065 Website http://www.liwaschool.ae Telephone 037810444 Principal JOHN PETER DAVID HARRIS Inspection Dates 03 to 06 Feb 2025 Curriculum American Information On Students Cycles Cycle 1 - Cycle 2 - Cycle 3 - KG Number of students on roll 2612 Number of Emirati students 2404 Number of students of determination 264 Largest nationality group of students UAE - Egypt - Jordan Information On Teachers Number of teachers 172 Nationalities Egypt - Jordan - Philippines Number of teaching assistants 61 Changes since the previous inspection <> Since the previous school inspection in 2022, the school has maintained its overall performance rating of Very Good, reflecting the leadership team’s strong commitment to UAE national education priorities. Overall, students' achievement in Arabic-medium subjects has improved across various phases. While some phases have shown notable progress, others have maintained their performance levels, with some regression observed. In Arabic as a First Language, student attainment and progress remain Very Good in Phases 2, 3, and 4, demonstrating consistent achievement in language acquisition. However, in Phase 1, achievement has declined from Very Good to Good, indicating an area for further improvement. In Arabic as a Second Language, student achievement in Phase 2 remains Very Good, while Phases 3 and 4 were not reported on due to the low proportion of students, which falls below the required threshold for a full inspection. In Islamic Education, attainment remains Very Good in Phase 1 and Good in Phase 3 as well as progress across all phases where it remains at very good, while in Phases 2 and 4, it has improved from Good to Very Good, reflecting enhanced curriculum delivery and increased student engagement. In Social Studies, student achievement remains Very Good across Phases 2, 3, and 4, indicating continued strong performance and curriculum alignment. Across English-medium subjects, students' achievement has shown some improvement across phases, while others have maintained their performance levels, with some areas experiencing a decline. In Phase 1, student achievement in English and mathematics remains Good in attainment and Very Good in progress. However, in science, attainment has declined from Very Good to Good, highlighting the need for a targeted approach to strengthen conceptual understanding. In Phase 2, attainment and progress in English and science remain stable, with Good attainment and Very Good progress. In mathematics, attainment remains Good, while progress has declined from Very Good to Good, due to inconsistencies in teaching and significant gaps between internal, external, and international assessments. In Phase 3, students’ achievement in English and mathematics remains Very Good, while in science, attainment has improved from Good to Very Good, with progress remaining Very Good. In Phase 4, attainment in English and science has declined from Very Good to Good, though progress remains Very Good. However, students' achievement in mathematics remains Very Good, reflecting their strong problem-solving abilities and sustained performance. As a result of very strong student progress, learning skills have been sustained at a Very Good level across all phases, reflecting continued momentum in student engagement and independent learning. This strong performance is further supported by a well-structured approach to professional development (CPD), ensuring that teaching and learning remain a priority. For students’ personal and social development and innovation skills, personal development, although not part of the previous inspection process, is now Acceptable in Phases 1, 3 and 4 and Good in Phase 2. This is primarily due to the statistical rates of attendance and punctuality, which results in significantly lost learning time. While students’ understanding and application of Islamic values are Very Good. Innovation skills and social responsibility are evaluated as Good, highlighting students’ engagement in enterprise and community involvement. The quality of teaching mirrors student learning trends, with teaching and assessment consistently maintained at a Very Good level across all phases. Teachers plan lessons effectively, ensuring that active learning is embedded across subjects. Assessment practices have been strengthened, with consistent approaches that inform teaching and drive student progress. In curriculum design and adaptation, which was not previously evaluated, the school has been rated Very Good across all phases. The curriculum is broad, balanced, and aligned with national priorities, addressing students' academic, personal, and social well-being. However, curriculum modifications to support gifted and/or talented (G/T) students remain inconsistent across phases, indicating an area for further curriculum adaptation. Health and safety remain an Outstanding feature of the school, with robust safeguarding policies, comprehensive health and safety measures, and well-equipped facilities ensuring student well-being. Care and support for students continue to be Very Good, though attendance and punctuality remain an ongoing concern, requiring further intervention. The effectiveness of leadership and the management of staffing, facilities, and resources remain Very God, as do self-evaluation and governance. Partnerships continue to be Good, with leaders at all levels demonstrating a clear strategic vision, strong accountability, and a commitment to continuous school improvement in alignment with UAE priorities. This high level of performance is driven by a well-defined strategic direction and a purposeful approach to raising standards. The school employs a systematic and data-driven approach to self-evaluation (SEF), incorporating insights from the previous inspection, internal reviews, external benchmarking, and stakeholder feedback from parents and staff surveys. While parents are highly supportive of the school and trust it to provide a well-rounded educational experience for their children, expanding more parental participation across a wider range of families in a wider range of school activities remains an area for further development. Although a parent council is in place, it does not hold governance responsibilities. Both groups meet regularly and receive reports from the principal, ensuring informed decision-making and effective oversight. Both staff and students demonstrate a strong understanding of school routines and policies, contributing to a structured and orderly learning environment. However, attendance remains a key area for improvement, requiring greater emphasis to ensure consistency and accountability across the school community. The school’s efforts towards meeting their targets on <> international assessments: TIMSS, PISA, PIRLS <> The school demonstrates a strong commitment to benchmarking student attainment against international standards, actively participating in key global assessments such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study) to measure student performance. In 2023, the school entered students for TIMSS, while in 2022, students participated in PISA. Additionally, the school plans to take part in the Progress in International Reading Literacy Study (PIRLS) in the future, further reinforcing its dedication to international benchmarking and continuous improvement. The school has established clear performance targets for PISA and TIMSS, with mixed results in meeting these benchmarks. To address areas of underperformance, the school has implemented a PISA action plan for 2025, outlining targeted strategies to improve student outcomes in future assessments. This plan includes structured interventions and curriculum enhancements, reinforcing the school’s commitment to continuous improvement. Additionally, the school triangulates PISA and TIMSS data with internal assessments, allowing leaders and teachers to identify learning gaps and design targeted interventions to support student learning. To strengthen student preparedness for international assessments, the school integrates assessment-style questions into classwork, and students complete weekly online practice questions. This approach ensures consistent exposure to the format, structure, and rigor of international assessments, equipping students with the skills needed for improved performance in future benchmarking studies. Performance in standardized and international assessments <> The following section focuses on the school’s performance in standardized and international assessments. Standardized Assessments <> Students in KG2 to Grade 11 across Phases 1, 2, 3, and 4 participate in the MAP (Measures of Academic Progress) test, developed by the NWEA (NorthWest Evaluation Association), twice a year in Spring and Fall, assessing English reading and language use, mathematics, and science. In AY2023/24, MAP Fall English reading attainment is weak in Grades 1, 2, and 3, as well as Grades 9 to 11, while it is very weak in Grade 3 and across Grades 6 to 8. Spring results indicate weak attainment across all grades, except for Grades 5 and 6, which are very weak, while Grade 1 students attain an outstanding level. Progress varies across grades, with students in Grades 1, 6, 9, and 10 demonstrating Very Good progress, while the remaining grades show Weak progress. In AY2023/24, student attainment in MAP English language use for Grades 3 to 11 is weak in both Fall and Spring, except for Grade 11 Spring results, where attainment is Very Good. Progress varies across grades, with students in Grades 8 to 11 demonstrating Very Good progress, Grade 4 showing Good progress, while those in Grades 4 to 6 exhibit Weak progress. In AY2023/24, student attainment in MAP mathematics for KG2 to Grade 10 is weak in Fall results. Similarly, Spring results indicate weak attainment across Grades 2 to 11, while KG2 and Grade 1 attain at an Outstanding level. Progress also varies across grades, with students in Grades 5, 6, and 8 demonstrating Outstanding progress, Grades 1, 7, 10, and 11 showing Very Good progress, while Grades 1 to 4 and Grade 9 demonstrate Weak progress. In AY2023/24, student attainment in MAP science for grades 3 to 10 is weak in both the fall and spring. Similarly, students demonstrate weak progress across Grades 4 to 10. Students participate in the Arabic Standardized Exam (ABT) as part of their academic assessment. In AY2023/24, student attainment in the ABT Arabic standardized exam for Grades 3 to 11 is consistently Very Good across all grades. International Assessments: TIMSS, PISA, PIRLS <> In the PISA (Programme for International Student Assessment) 2022 results for 15-year-old students: In reading literacy, students achieved a score of 390.2, below the PISA international average of 476 and the school's target of 445. In mathematical literacy, students achieved a score of 380.1, below the PISA international average of 472 and the school's target of 468. In science literacy, students achieved a score of 379.1, below the PISA international average of 485 and the school's target of 431.4. In the TIMSS (Trends in International Mathematics and Science Study) 2023 assessment, student performance varied across grade levels and subjects: In Grade 4 mathematics, students achieved a score of 442.91, below the school’s target of 450, placing them at the low international benchmark. In Grade 8 mathematics, students achieved a score of 445.48, exceeding the school’s target of 440 but remaining below the international benchmark. In Grade 4 science, students achieved a score of 441.15, below the school’s target of 445, placing them at the low international benchmark. In Grade 8 science, students achieved a score of 437.81, exceeding the school’s target of 430 but remaining within the low international benchmark. The PIRLS (Progress in International Reading Literacy Study) 2021 results: In Grade 4, students achieved a score of 412.83, placing them at the low international benchmark. Reading <> The school recognizes reading as the foundation for all learning and ensures a structured and comprehensive approach to developing students' literacy skills across all phases. Reading environments are well-resourced, with Arabic and English libraries, classroom book corners, and print-rich learning spaces. Students participate in school-wide reading initiatives, including the monthly Drop Everything and Read (DEAR) program, where parents are also encouraged to attend and engage in their child’s reading journey. Early reading skills are systematically developed, beginning in KG1, where phonics instruction is embedded into daily routines. Teachers integrate reading into lessons and encourage students to read independently. The school is working toward daily story time in KG and establishing end-of-day reading sessions across all phases. The quality of library resources is strong, and the school actively promotes reading for comprehension through structured interventions and dedicated reading activities. Students utilize Raz-Kids for reading and comprehension practice, with a target of 10 minutes of daily reading at home. Books are assigned based on individual reading levels. Beyond KG and Phase 1, students participate in guided reading sessions at least once a week, with leveled reading interventions ensuring individualized support. Students read in small groups, receiving targeted assistance from staff. The school also leverages digital reading platforms, such as Wonders and Ginn 360, to provide leveled texts that cater to diverse reading abilities, from pre-readers to advanced learners. In Middle and High phases, these successful initiatives continue, with students in Grades 5-6 using Raz-Kids, Achieve3000, and additional platforms to further develop their reading proficiency. Middle school students participate in structured weekly library lessons, focusing on higher-level reading skills, including summarizing, analyzing, and dramatizing texts. MAP data is used for students in Grades 9-12 to ensure appropriate challenge levels and integrate reading across the curriculum. These students demonstrate strong fluency and comprehension, engaging in critical discussions about the texts they read. Teachers across all subjects embed reading objectives into their lesson planning, integrating subject-specific literacy development. For example, students apply information retrieval skills in English and science and engage with word problems in mathematics. Across all phases, lessons begin with a reading component, and writing is introduced through mentor texts. Writing activities stem from reading, with students engaging in creative tasks, such as adding characters to a familiar story or exploring alternative endings. The school actively supports gifted readers, extending their learning through challenging texts and participation in the Accelerated Reading Program. MAP data is systematically used to identify and support students requiring additional reading interventions. The number of free-readers is steadily increasing, reflecting the school’s effective reading strategies. In Arabic as a first language, students demonstrate strong reading skills, developed through curricular and extracurricular activities, such as weekly library lessons and participation in reading and writing competitions. The school ensures structured reading instruction in Arabic, reinforcing fluency and comprehension skills. A strong emphasis is placed on developing a love for reading. To encourage reading for enjoyment, older students present books they have enjoyed to their classmates, earning bonus marks if they successfully encourage a peer to read the book based on their recommendation. This initiative has been particularly successful with Grade 12 girls. Additionally, older students engage in peer reading sessions with younger students, further fostering a reading culture. The school further promotes reading engagement through events, such as book fairs, character days, and regular visits to the Al Ain Library. Subject-based reading materials are provided to engage reluctant readers, particularly by incorporating topics of interest, such as sports. All students are encouraged to read independently at home and in class, with ongoing improvements in reading habits evident across all phases. Strengths of the school <> Students’ understanding of Islamic values and their respect for UAE culture and heritage. Assessment processes are coherent and linked to the curriculum, involving students in their learning. The curriculum is well-structured, ensuring that students learn smoothly and progressively through a coherently arranged scope and sequence of the program. The school has robust procedures for safeguarding students. Leaders are committed to ensuring that UAE national and Emirate priorities are embedded in the school's work. Key Recommendations <> 1. Further improve student’s achievements to a consistently high level, by: strengthening student’s practical scientific enquiry skills and Arabic speaking skills in Phase 1. enhancing challenges for higher abilities and those with gifts and/or talents (G/T), across all phases. strengthening students’ independent learning, innovation, and research skills across all phases. 2. Further strengthen teaching and assessment, by: ensuring teachers deliver lessons effectively to meet the needs of higher-ability students in elementary and middle school. Enhancing differentiated instructional strategies to ensure all students are appropriately challenged, actively engaged, and provided with opportunities for higher-order thinking. ensuring that teachers use assessment information consistently to support student learning. 3. Further strengthen the impact of leadership, by: strengthening inter-phase collaboration so that all teachers are fully aware of the knowledge, skills, and understanding that students need as they progress across the school continuing to engage parents on the importance of their children attending school and maintaining higher levels of attendance ensuring that the end-of-day dismissal timings across all phases are structured to prevent the loss of student learning opportunities. 4. Improve outcomes in PISA, TIMSS and PIRLS international assessments and aim to meet the set targets, by: further aligning curriculum and instruction with the cognitive demands of international assessments, ensuring students develop the critical thinking, analytical, and problem-solving skills required. enhancing teacher professional development to ensure effective instructional strategies that improve conceptual understanding, application of knowledge, and literacy across subjects. encouraging inquiry-based and application-oriented learning in science and mathematics to support deeper conceptual understanding and problem-solving, particularly for TIMSS and PISA. ensuring continuous exposure to higher-level questioning and reasoning tasks. Overall School Performance: <> Very Good <> PS1: Students’ achievements Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Islamic <> Education <> Attainment <> Very Good <> Very Good <> Good <> Very Good <> Progress <> Very Good <> Very Good <> Very Good <> Very Good <> Arabic as a first <> language <> Attainment <> Good <> Very Good <> Very Good <> Very Good <> Progress <> Good <> Very Good <> Very Good <> Very Good <> Arabic as a <> second <> language <> Attainment <> Not Applicable <> Very Good <> Not Applicable <> Not Applicable <> Progress <> Not Applicable <> Very Good <> Not Applicable <> Not Applicable <> UAE Social <> Studies <> Attainment <> Not Applicable <> Very Good <> Very Good <> Very Good <> Progress <> Not Applicable <> Very Good <> Very Good <> Very Good <> English <> Attainment <> Good <> Good <> Very Good <> Good <> Progress <> Very Good <> Very Good <> Very Good <> Very Good <> Mathematics <> Attainment <> Good <> Good <> Very Good <> Very Good <> Progress <> Very Good <> Good <> Very Good <> Very Good <> Science <> Attainment <> Good <> Good <> Very Good <> Good <> Progress <> Good <> Very Good <> Very Good <> Very Good <> Learning Skills <> Very Good <> Very Good <> Very Good <> Very Good <> PS2: Students’ personal and social development, and their innovation skills KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Personal <> Development <> Acceptable <> Good <> Acceptable <> Acceptable <> Understanding of <> Islamic values and <> awareness of <> Emirati and world <> cultures <> Very Good <> Very Good <> Very Good <> Very Good <> Social responsibility <> and innovation skills <> Good <> Good <> Good <> Good <> PS3: Teaching and Assessment KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Teaching for <> effective learning <> Very Good <> Very Good <> Very Good <> Very Good <> Assessment <> Very Good <> Very Good <> Very Good <> Very Good <> PS4: Curriculum KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Curriculum design <> and implementation <> Very Good <> Very Good <> Very Good <> Very Good <> Curriculum <> adaptation <> Very Good <> Very Good <> Very Good <> Very Good <> PS5: The protection, care, guidance and support of students KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Health and safety, <> including <> arrangements for <> child protection / <> safeguarding <> Outstanding <> Outstanding <> Outstanding <> Outstanding <> Care and support <> Very Good <> Very Good <> Very Good <> Very Good <> PS6: Leadership and Management The effectiveness of leadership <> Very Good <> School self-evaluation and improvement planning <> Very Good <> Parents and the community <> Good <> Governance <> Very Good <> Management, staffing, facilities and resources <> Very Good <> Inspection findings <> PS1: Students’ achievements <> Islamic Education <> A number of areas are evaluated by inspectors when evaluating students’ attainment and progress in Islamic Education. These include the following: Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Islamic <> Education <> Attainment <> Very Good <> Very Good <> Good <> Very Good <> Progress <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> The school’s analysis of internal assessment data for the AY 2023/24, against the Ministry of Education (MoE) curriculum standards for Islamic education indicates that most students in Phases 2, 3 and 4 attain levels that are above curriculum standards. The school does not evaluate students’ attainment in Phase 1. The school has no external national or international assessments for Islamic education in Phases 1, 2 and 3. Results of the Grade 12 MoE examination at the end for the AY 2023/24 indicate that most students attain levels that are above the national standards. In lessons and their recent work, a large majority of students in Phases 1, 2 and 4 and a majority in Phase 3 demonstrate knowledge and understanding of Islamic principles, acts of worship, the Holy Qur’an and noble Hadith, which are above the MoE curriculum standards. Over the past three years, attainment in Phases 2, 3 and 4 has remained stable, with most students consistently performing above curriculum standards. The school’s analysis of internal assessment for the AY2023/24 data indicates that most students in Phases 2 and 4 and the large majority of students in Phase 3 make better than expected progress over time in relation to their starting points. Based on lesson observations and scrutiny of students’ work, the large majority of students in Phases 1, 2, 3 and 4 make better than expected progress in relation to learning objectives that are aligned with curriculum standards and in their work. The school analyzes assessment data to track the progress of various student groups, including boys, girls, Emirati students, students with additional learning needs (ALN) students of determination those identified as gifted and/or talented (G/T) and high-achievers. Gender-based analysis indicates that boys and girls progress at comparable high rates making Outstanding progress in Phases 2 and 4 and Very Good progress in Phase 3. Emirati students demonstrate similar progress showing consistently Outstanding in Phases 2 and 4 and Very Good in Phase 3. While high achievers make similarly rapid progress, low achievers are not consistently identified across all phases, limiting targeted intervention strategies. Students with ALN, including students of determination and those identified as G/T, show also significant progress across the phases, making similarly strong gains in growth. In lessons, boys, girls, and Emirati students make similarly strong progress across the school. However, high achievers and G/T are not consistently challenged at an appropriate level, limiting their ability to reach their full potential. Next Steps: <> 1. Strengthen students’ ability to apply Islamic teachings to contemporary issues through critical discussions and structured analysis of Qur’anic and Hadith texts, particularly in Phase 4. 2. Strengthen students’ proficiency in reciting and memorizing the Qur’an with accurate pronunciation and fluency to deepen their connection to Islamic teachings in Phase 1. Arabic as a first language <> A number of areas are evaluated in the inspection framework when judging student’s attainment and progress in Arabic language. These include the following: Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Arabic as a first <> language <> Attainment <> Good <> Very Good <> Very Good <> Very Good <> Progress <> Good <> Very Good <> Very Good <> Very Good <> Findings: <> The school’s analysis of internal assessment data for the AY 2023/24, against the Ministry of Education (MoE) curriculum standards for Arabic as a first language (AFL) indicates that most students in Phases 2, 3 and 4 attain levels that are above curriculum standards. The school does not evaluate students’ attainment in Phase 1. The school participates in the Arabic Benchmark Test (ABT) external assessments for Arabic as a First Language (AFL) in Phases 2, 3, and 4 to benchmark student attainment. AY2023/24 results indicate that a large majority of students attain levels above expectations. Similarly, Grade 12 MoE examination results for AY2023/24 show that most students attain levels that are above national standards. In lessons and their recent work, the majority of students in Phase 1 and the large majority in Phases 2, 3 and 4 attain levels of knowledge and skills in fluency, listening, comprehension and speaking that are above MoE curriculum expectations. Over the past three years, attainment in Phases 2, 3 and 4 has remained stable, with most students consistently performing above curriculum standards. There are no trends of attainment in Phase 1. Grade 12 MoE external assessment data for Islamic education, over the past three years, shows that most students consistently attain levels above curriculum expectations. The school’s analysis of internal assessment for the AY2023/24 data indicates that most students in Phases 2 and 4 and the large majority in Phase 3 make better than expected progress over time in relation to their starting points. Based on lesson observations and scrutiny of students’ work, majority of students in Phase 1 and the large majority in Phases 2, 3 and 4 make better than expected progress in relation to learning objectives that are aligned with curriculum standards and in their work. The school analyzes assessment data to track the progress of various student groups, including boys, girls, Emirati students, students with additional learning needs (ALN)—including students of determination—and high- and low-achievers. Gender-based analysis indicates that boys and girls progress at comparable high rates making Outstanding progress in Phases 2 and 4 and Very Good in Phase 3. Emirati students demonstrate progress in line with their peers, showing consistently Outstanding in Phases 2 and 4 and Very Good in Phase 3. High-and low-achievers make similarly Outstanding progress across all phases. Students with ALN, including students of determination make similarly strong progress alongside their high-and low- achieving peers. The school does not identify those with gifts and/or talents across all phases of the school. In lessons boys and girls make similar progress across the school. Next Steps: <> 1. Expand students' language acquisition and expressive language skills, ensuring fluency and accuracy in the consistent use of standard Arabic in Phases 2, 3 and 4. 2. Ensure students engage in diverse writing styles and purposes to enhance independent creative writing skills across all phases. 3. Improve reading fluency by strengthening phonological awareness and foundational skills in Phases 1 and 2. Arabic as a second language <> Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Arabic as a <> second <> language <> Attainment <> Not Applicable <> Very Good <> Not Applicable <> Not Applicable <> Progress <> Not Applicable <> Very Good <> Not Applicable <> Not Applicable <> Findings: <> The school’s analysis of internal assessment data for the AY 2023/24, against the Ministry of Education (MoE) curriculum standards for Arabic as a second language (ASL) indicates that most students in Phase 2 attain levels that are above curriculum standards. The school has no external national or international assessments for ASL. In lessons and their recent work, the large majority of students in Phase 2 attain levels of reading, writing and comprehension skills that are above curriculum standards. Students demonstrate strong Arabic language skills, including accurate letter identification, fluent reading, and solid comprehension of spoken standard Arabic. While their writing skills are developed, their ability to produce extended pieces varies. Over the past three years, attainment in Phase 2 has remained stable, with most students consistently performing above curriculum standards. The school’s analysis of internal assessment for the AY2023/24 data indicates that most students in Phase 2 make better than expected progress over time in relation to their starting points. Based on lesson observations and scrutiny of students’ work, the large majority of students in Phase 2 make better than expected progress in relation to learning objectives that are aligned with curriculum standards and in their work. The school analyzes assessment data to track the progress of various student groups, including boys, girls, and students with additional learning needs (ALN) such as students of determination and high- and low- achievers. According to the school’s data, all groups of students, including those with ALN, make similarly Outstanding progress in Phase 2. Gender-based analysis indicates that most boys and girls progress at comparable high rates and make better than expected. High and low achievers make similarly rapid progress. Students with ALN, including students of determination, make similarly strong progress alongside their peers. The school does not identify those with gifts and/or talents (G/T). In lessons, all groups of students make similarly strong progress across the school. Next Steps: <> 1. Strengthen students’ extended writing skills, ensuring structured opportunities to develop sentence construction, paragraph organization and idea expansion. 2. Expand students’ personal lexicon, ensuring targeted vocabulary enrichment activities to enhance verbal and written expression. 3. Improve students’ ability to extract meaning from texts through explicit reading comprehension strategies that focus on inferencing and critical thinking. UAE Social Studies <> A number of areas are evaluated in the inspection framework when judging student’s attainment and progress in social studies. These include the following: Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> UAE Social <> Studies <> Attainment <> Not Applicable <> Very Good <> Very Good <> Very Good <> Progress <> Not Applicable <> Very Good <> Very Good <> Very Good <> Findings: <> The school’s analysis of internal assessment data for the AY 2023/24, against the Ministry of Education (MoE) curriculum standards for UAE social studies indicates that most students in Phases 2, 3, and 4 attain levels above curriculum standards. The school has no external national or international assessments for UAE social studies. In lessons and in their recent work, the large majority of students in Phases 2, 3, and 4 demonstrate levels of knowledge, skill,s and understanding that are above MoE curriculum standards. Over the past three years, attainment in Phases 2, 3, and 4 has remained stable, with most students consistently performing above curriculum standards. The school’s analysis of internal assessment data for AY 2023/24 indicates that a large majority in Phase 2 and most in Phases 3 and 4 make better-than-expected progress, over time and from their starting points. Based on lesson observations and scrutiny of students’ work, the large majority of students in Phases 2, 3 and 4 make better than expected progress in relation to learning objectives that are aligned with curriculum standards and in their work. The school analyzes assessment data to track the progress of various student groups, including boys, girls, Emirati students, students with additional learning needs (ALN) including students of determination—those identified as gifted and/or talented (G/T), and both high- and low-achievers. Gender-based analysis shows that in Phase 2, boys make slightly better progress than girls, with boys demonstrating Outstanding progress and girls achieving Very Good progress. In Phases 3 and 4, boys and girls make similarly strong progress, both performing at an Outstanding level. High- and low-achievers progress at a similar rate in Phase 4, whereas in Phases 2 and 3, most low-achievers demonstrate more significant gains than the large majority of high- achievers. Students with ALN, including students of determination, show progress comparable to that of boys, Emirati students, and low-achievers across Phases 2, 3, and 4. However, progress for G/T students has declined. While most students in Phases 2 and 3 achieve highly significant and rapid growth at an Outstanding level, in Phase 4, most students make only expected progress, highlighting a need for greater challenge and extension opportunities at this stage. In lessons, a large majority of student groups make better-than-expected progress, with boys and girls progressing at similar rates. However, high-achievers and G/T students are not consistently challenged at a level that maximizes their potential, while low- achievers and students of determination make expected progress in alignment with curriculum standards. Next Steps: <> 1. Enhance the level of challenge and rigor provided to high-achieving and gifted and talented (G/T) students, particularly in Phase 4. 2. Review and refine the strategies for differentiation within lessons, particularly focusing on phases 2, 3, and 4, to ensure consistent challenges for high-achievers and gifted and talented students. English <> A number of areas are evaluated in the inspection framework when judging student’s attainment and progress in English language. These include the following: Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> English <> Attainment <> Good <> Good <> Very Good <> Good <> Progress <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> The school’s analysis of internal assessment data for the AY 2023/24, against California’s Common Core State Standards (CCSS) for English Language Arts (ELA), indicates that most students in Phases 2, 3 and 4 attain levels above curriculum standards. The school does not evaluate students’ attainment in Phase 1. In the external Measures of Academic Progress (MAP) examinations, developed by the NorthWest Evaluation Association (NWEA) and administered in the Fall and Spring of AY2023/24, students in Grades KG2 to 10 across Phases 1, 2, 3, and 4 were assessed in reading, while students in Grades 3 to 11 were assessed in language use. MAP reading results from Fall and Spring AY2023/24 indicate that less than three- quarters of students across all phases attain levels in line with international standards, with the exception of Phase 3 Fall results, where only a few students achieve in line with expectations. Similarly, MAP language use results for the Fall and Spring AY2023/24 show that less than three-quarters of students across Phases 2, 3, and 4 attain levels in line with expectations. In the Programme for International Student Assessment (PISA) 2022, the school assessed 15-year-old high school students, who achieved a reading score of 390.2, which is below the PISA international average of 476. Additionally, this result falls short of the school’s target of 445. Results from the Progress in International Reading Literacy Study (PIRLS) indicate a score of 412.83, placing them at a low proficiency level. In lessons and their recent work, a majority of students in Phases 1, 2, and 4, and a large majority in Phase 3 demonstrate levels of knowledge and skills in communication, language and literacy that are above curriculum standards. Over the past three years, the school's internal attainment data indicates stability in Phase 2, with students consistently performing Outstanding. In Phases 3 and 4, attainment demonstrates an upward trajectory, improving from Very Good in AY2021/22 to Outstanding in both AY2022/23 and AY2023/24. Trends in MAP assessments over the past three years reveal stagnation in reading and language use attainment across all phases of the school, from KG2 to Grade 10, where performance remains consistently below curriculum expectations from Fall AY2021/22 to Spring AY2023/24. In Phase 1 (KG2) and Phase 4, English reading results have consistently shown weak attainment over the past three years, with no sustained progress. However, in Phase 2, English reading attainment fluctuated but stabilized at weak in the spring of AY2023/24, showing minor improvement since AY2021/22, when only a few students met curriculum expectations. In Phase 3, English reading performance slightly improved from very weak in the spring of the AY2021/22 and 2022/23 to weak in the spring of the AY2023/24, reflecting a marginal upward trajectory. English language use follows a similar pattern, with KG2 students not assessed, while students in Phases 2, 3, and 4 consistently attain below curriculum expectations. In Phase 2, English language use results leveled off at weak in the spring of AY2023/24, marking a slight improvement from AY2021/22, when only a few students met expectations. In Phase 3, English language use attainment gradually increased from very weak in the AY2023/34 to weak in the following two years, though no significant upward trend has been recorded. Similarly, in Phase 4, English language use results have remained stagnant at weak, with no substantial improvement over time. The school's analysis of internal assessment data for the AY2023/24 indicates that a large majority of students in Phases 2, 3, and 4 make better than expected progress in relation to their individual starting points and the curriculum standards. Based on lesson observations and scrutiny of students’ work, the large majority of students in Phases 1, 2, 3, and 4 make better than expected progress in relation to appropriate learning objectives aligned with the expected ELA CCSS of California. The school analyzes assessment data to track the progress of various student groups, including boys, girls, Emirati students, students with additional learning needs (ALN) including students of determination, and both high- and low-achievers in Phases 2, 3, and 4. Gender-based analysis shows that both boys and girls make strong progress; however, girls outperform boys, with girls demonstrating Outstanding progress and boys making Very Good progress. Emirati students, who constitute the primary student group, make Very Good progress across all phases. High- and low-achievers demonstrate similarly rapid progress in Phases 3 and 4, whereas, in Phase 2, low-achievers outperform high-achievers, indicating a need for greater differentiation in the challenge for higher-performing students. Students with ALN, including students of determination, make progress comparable to low-achievers, demonstrating outstanding progress across Phases 2, 3, and 4. However, the school has not yet identified those with gifts and/or talents (G/T) students across any phase. In lessons, students with ALN, including students of determination, demonstrate strong progress, alongside students with high potential. However, in Phases 2 and 3, both high- and low-achievers do not progress at optimal rates during lessons, as support and challenge strategies require further refinement to meet their individual learning needs. Next Steps: <> 1. Stretch high-achievers’ application of inference and textual analysis skills, particularly in Phases 2 and 3. 2. Accelerate low-achievers language acquisition skills, including speaking and reading fluency to strengthen foundational literacy skills in Phases 1 and 2. 3. Expand opportunities for students across all phases to present, articulate and defend their views in academic discussions and structured speaking tasks. Mathematics <> A number of areas are evaluated in the inspection framework when judging student’s attainment and progress in the language. These include the following: Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Mathematics <> Attainment <> Good <> Good <> Very Good <> Very Good <> Progress <> Very Good <> Good <> Very Good <> Very Good <> Findings: <> The school’s analysis of internal assessment data for the AY 2023/24, against California’s Common Core State Standards (CCSS) for mathematics, indicates that most students in Phases 2, 3, and 4 attain levels above curriculum standards. The school does not evaluate students’ attainment in Phase 1. In external Measures of Academic Progress (MAP) examinations, developed by NorthWest Evaluation Association (NWEA) and administered in the Fall and Spring of AY2023/24, students in Grades KG2 to 11 across Phases 1, 2, ,3, and 4 were benchmarked in mathematics, with attainment varying across phases. MAP results for Fall and Spring AY2023/24 indicate that less than three-quarters of students attain levels in line with international expectations, except in Phase 1 (KG2), where most students attain above international standards in the Spring window. In PISA 2022, 15-year-old students scored 380.1 in mathematics, which is below the international average of 472 and below the school’s target. In TIMSS 2023, Grade 4 students attained a mathematics score of 442.91, falling short of the international benchmark of 450. However, Grade 8 students scored 445.48, exceeding the international benchmark of 440. In lessons and in their recent work, a majority of students in Phases 1 and 2 and a large majority in Phases 3 and 4 demonstrate levels of mathematical thinking, knowledge, skills, and understanding that are above curriculum standards. Over the past three years, the school's internal attainment data indicates stability in Phases 2, 3, and 4, with most students consistently performing above the mathematics CCSS of California. Trends in MAP assessments for mathematics, over the past three years, across all phases of the school is variable. In KG2, mathematics attainment demonstrates a significantly positive trajectory, moving from weak in the spring of the AY2021/22 to Very Good in the following year leading to outstanding with most students attaining above curriculum standards in Spring AY2023/24. In contrast, students in Phase 2 consistently perform at weak levels over time, with less than three-quarters meeting curriculum expectations in all recent assessment cycles, reflecting limited improvement. In Phase 3, trends in attainment have seen an upward trajectory, minimally improving from very weak in the Spring of the AY2021/22 to consistently weak in the next two years. In Phase 4, attainment has remained stagnant at a weak level, with trends showing no sustained improvement over the past three years, as less than three-quarters of students consistently meet curriculum standards. The school's internal assessment analysis for AY2023/24 indicates that the large majority of students in Phase 3 and most in Phases 2 and 4 make better than expected progress in relation to individual starting points and the curriculum standards. Based on lesson observations and scrutiny of students’ work, the large majority of students in Phases 1, 3, and 4 and the majority in Phase 2 make better than expected progress in relation to appropriate learning objectives aligned with the expected mathematics CCSS of California. The school analyzes assessment data to track the progress of various student groups, including boys, girls, Emirati students, and students with additional learning needs (ALN) including students of determination and both high- and low-achievers in Phases 2, 3 and 4. Gender-based analysis indicates no significant disparity in Phases 2 and 3, making Very Good in Phase 3 and Outstanding in Phase 2 while most girls make stronger progress than the large majority of their boys in Phase 4. Emirati students, who constitute the primary student group, make Very Good progress in Phase 3 and Outstanding across Phases 2 and 4. High- and low- achievers demonstrate similarly rapid progress in Phases 2 and 4, whereas, in Phase 2, low-achievers outperform high-achievers, indicating a need for greater differentiation in the challenge for higher- performing students. Students with ALN, including students of determination, make progress comparable to low-achievers, demonstrating Outstanding progress across Phases 2, 3, and 4. However, the school has not yet identified G/T students across any phase, limiting opportunities for tailored enrichment strategies. In lessons, students with ALN, including students of determination, demonstrate better-than-expected progress. However, in Phases 2 and 3, high-achievers do not progress at optimal rates during lessons, as challenge strategies require further refinement to meet their individual learning needs. Next Steps: <> 1. Elevate mathematical reasoning skills, ensuring consistent application to real-world contexts to enhance conceptual understanding and analytical thinking, across all phases. 2. Accelerate mathematical communication fluency, ensuring precise use of terminology and structured justifications in written and verbal explanations, across all phases. 3. Promote mathematical formulation and interpretation, ensuring appropriate levels of challenge and frequent real-world applications in Phases 3 and 4. Science <> A number of areas are evaluated in the inspection framework when judging student’s attainment and progress in science. These include the following: Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Science <> Attainment <> Good <> Good <> Very Good <> Good <> Progress <> Good <> Very Good <> Very Good <> Very Good <> Findings: <> The school’s analysis of internal assessment data for the AY 2023/24, against the Next Generation Science Standards (NGSS), alongside California’s Common Core State Standards (CCSS) for science, indicates that most students in Phases 1, 2 3 and 4 attain levels above curriculum standards. The school has no external national or international assessments for science in Phase 1. In external Measures of Academic Progress (MAP) examinations, developed by NorthWest Evaluation Association (NWEA) and administered in the Fall and Spring of AY2023/24 to benchmark students in science in Grades 3 to 10 in Phases 2, 3, and 4. In the Fall and Spring windows of AY2023/24, MAP results indicate that less than three-quarters of students attain levels that are in line with international standards across Phases 2, 3 and 4. In PISA 2022, 15-year-old students achieved a science score of 379.1, which is below the PISA international average of 485 and below the school's target of 460. In TIMSS 2023, Grade 4 students scored 441.15, falling short of the international target of 445. Conversely, in TIMSS 2023, Grade 8 students scored 437.81, surpassing the international target of 430. In lessons and in their recent work, the majority of students in Phases 1, 2 and 4 and the large majority in Phase 3, demonstrate levels of scientific knowledge, skills and understanding in scientific inquiry that are above curriculum standards. Over the past three years, the school's internal attainment data indicates stability in Phases 2, 3, and 4, with most students consistently performing above the mathematics CCSS of California. This includes science specialty classes of chemistry and biology. Trends of attainment in physics demonstrate an upward trend, where attainment in AY2021/22 improved from Very Good to Outstanding in both AY2022/23 and AY2023/24. Across Phases 2, 3 and 4, students take the MAP test in science twice a year in Spring and Fall, with performance trends indicating fluctuating attainment levels and no sustained improvement over the past three years. In Phase 2, science performance has shown a slight improvement from Very Weak in the Spring of the AY2021/22 and AY2022/23 to Weak in the AY2024/24, with less than three-quarters of students attaining in line with curriculum standards. This reflects a marginal increase from Spring AY2022/23 when only a few students met expectations, but overall, results remain below expected attainment levels. In Phase 3, science performance has been inconsistent, with attainment fluctuating but remaining below curriculum expectations over the past three years. The most recent Spring AY2023/24 results indicate that less than three-quarters of students attained in line with curriculum standards, with similar outcomes in Fall AY2023/24, Spring AY2022/23 and Fall AY2022/23. A notable dip in attainment occurred in Spring AY2021/22, when only a few students met expectations, reinforcing a lack of upward trajectory in science achievement. In Phase 4, science performance has remained consistently Weak, with less than three-quarters of students attaining in line with curriculum standards in every assessment cycle over the past three years, showing no evidence of sustained improvement. The school's internal assessment analysis for AY2023/24 indicates that most students in Phases 2, 3, and 4 make better than expected progress in relation to individual starting points and the curriculum standards. Based on lesson observations and scrutiny of students’ work, the majority of students in Phase 1 and the large majority in Phases 2, 3 and 4 make better than expected progress in relation to appropriate learning objectives aligned with the expected science CCSS of California. The school analyzes assessment data to track the progress of various student groups, including boys, girls, Emirati students, students with additional learning needs (ALN)—such as students of determination—those with gifts and/or talents, and both high- and low-achievers in Phases 2, 3 and 4. Gender-based analysis indicates no significant disparity in progress between boys and girls in Phases 2 and 3. However, in Phase 4, most girls demonstrate stronger progress than the large majority of their male counterparts in chemistry. Across all other student groups, students demonstrate similarly Outstanding progress, with the exception of Phase 1, where student group data is unavailable. In lessons, students with ALN, including students of determination, make better-than-expected progress, demonstrating effective access to learning and strong academic development. However, in Phases 1 and 4, high-achievers do not progress at optimal rates, as challenge strategies require further refinement to meet their individual learning needs. Next Steps: <> 1. Elevate scientific reasoning and argumentation, enhancing data analysis, independent conclusions and application of scientific principles to unfamiliar contexts in Phases 3 and 4. 2. Increase hands-on, student-led inquiry by encouraging experimentation, hypothesis testing, and evidence- based reasoning to strengthen conceptual understanding across all phases. 3. Strengthen interdisciplinary connections between science, technology, engineering, and mathematics (STEM), enhancing scientific knowledge to real-world challenges and problem-solving scenarios, across all phases. Learning Skills <> Students learning skills and the impact on academic achievements are evaluated across all phases. Points taken into consideration when evaluating expected learning skills in all phases are as follows: Engagement and the responsibility students take, for leading their own learning. Interactions and collaboration with others to achieve shared learning goals. Successfully connect learning to other subjects and real life as global citizens. Subject <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Learning Skills <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> Throughout the school, students demonstrate highly positive attitudes and a keen commitment to learning, taking increasing responsibility for their progress. In the most effective lessons, students exhibit independent learning behaviors, engaging in self-assessment and reflection with reduced reliance on teacher supervision. They demonstrate a clear awareness of their strengths and areas for improvement, using feedback to refine their learning strategies. Across all phases, students collaborate effectively, contributing to a constructive and interactive learning environment. They articulate their learning with confidence and clarity when provided with structured opportunities, and peer-to-peer discussions and active listening are well established. While the Kagan grouping strategy is a consistent feature, a few students' ability to critically analyze and engage in extended discussion following peer responses is still developing. Students are regularly making clear real-world connections across most subjects, applying their knowledge more so to familiar and increasingly unfamiliar contexts. While this interdisciplinary application is improving, it remains inconsistent in Arabic as a first language (AFL) and science in Phase 1 and in mathematics in Phases 1 and 4. Additionally, students are beginning to integrate learning across subject areas, but this remains a developing skill for a few that requires further consolidation. Students' critical thinking and problem-solving skills are increasingly evident and are common, though their ability to apply higher-order thinking and diverse perspectives varies across subjects. Students confidently respond to factual questions, but they are still developing the higher-order reasoning necessary for drawing conclusions and making inferences. Across all phases, a few students demonstrate less well-developed problem-solving skills, with students demonstrating growing confidence in tackling more complex challenges. However, innovation, enterprise and research skills remain underdeveloped, presenting opportunities for further enhancement to align with international best practices in inquiry-based learning. Next Steps: <> 1. Enhance students’ ability to apply higher-order thinking skills, strengthening their capacity to analyze, evaluate and synthesize information across subjects, particularly in AFL, science and mathematics. 2. Expand opportunities for interdisciplinary learning and real-world application, ensuring increased connections between subjects. 3. Accelerate the development of innovation, enterprise and research skills to empower students to independently explore, investigate and generate solutions to complex problems, across all phases. PS2: Students’ personal and social development, and their <> innovation skills <> Personal Development <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Personal <> Development <> Acceptable <> Good <> Acceptable <> Acceptable <> Findings: <> Students across the school demonstrate positive and responsible attitudes. Self-reliance is more evident in the high school phase, while middle school students need more opportunities to develop this skill. Although students respond well to feedback from teachers, supervisors, and peers, they struggle to set their own goals and improve their work independently. Students' behavior is consistently positive. They show care and consideration for others, especially those with additional learning needs. Students feel safe and enjoy their school environment, actively participating in Anti-Bullying Week activities. Students share many awareness projects and posters about anti-bullying and link these to their learning from an Islamic perspective and in their writing across different subjects. This is well noted in their work displayed in the hallways of the school. Although the school celebrates positive behavior and attendance through initiatives like “Class of the Week” and the “Behavior Championship League,” there is still room for students, especially in middle school, to become more self-disciplined. Relationships between students and staff are respectful and supportive. Students are sensitive to the needs of their peers, particularly those with special needs. Acts of appreciation for teachers are shown during assemblies, and Teacher’s Day is celebrated with them, highlighting the appreciation students have for their teachers. In lessons, students feel happy working in groups, supporting and collaborating with their friends, which reflects a positive and inclusive school environment. Students generally understand the importance of healthy eating, yet some make unwise food and exercise choices. Despite ample opportunities for physical activity during PE lessons, break times, and the structured "5210" program led by PE teachers, their awareness of maintaining a healthy lifestyle remains inconsistent. Further guidance is needed to reinforce the benefits of regular exercise and nutritious food choices. Attendance remains a concern at the school, with an overall rate of 90% rated as weak. Despite implementing strategies such as attendance trackers, awards, and consistent parent engagement, these measures have not significantly improved attendance, indicating a need for more effective interventions to improve student attendance rates. Phase 1 has the lowest attendance at 86%, while Phases 2 and 4 stand at 90%, and Phase 3 shows the highest attendance at 92%. Next Steps: <> 1. Encourage students to take more ownership in structured opportunities to set personal and academic learning goals to become more self-reliant and self discipline. 2. Enhance students’ awareness of healthy lifestyles to encourage consistent physical activity and healthy food choices. 3. Improve students’ awareness of attendance to enhance their understanding of its importance to their learning. Understanding of Islamic values and awareness of Emirati and <> world cultures <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Understanding of <> Islamic values and <> awareness of <> Emirati and world <> cultures <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> Across the school, students demonstrate a very strong awareness of Islamic values and their influence on the multicultural society of the UAE. They articulate how these values shape daily life and recognize the importance of kindness, tolerance, and respect, which are fundamental aspects of Emirati culture. Almost all students have the knowledge and a sense of pride in UAE culture and heritage, confidently discussing its unique features and historical significance. Their awareness is well integrated across multiple subjects, particularly Islamic Education and Social Studies, and is reinforced through school-wide events, assemblies, and celebrations. Students take an active role in planning and participating in cultural initiatives, such as National Day and Flag Day, reflecting strong engagement with their traditions and national identity. Across all phases, students demonstrate a clear understanding, respect, and appreciation for their own and other world cultures. The school’s cultural calendar features a range of student-led celebrations, allowing them to explore diverse cultural traditions and global perspectives. While students' understanding of international cultures is well developed in the upper grades, this is still emerging in the lower phases, highlighting an opportunity for further integration of global cultural perspectives into early learning experiences. Next Steps: <> 1. Enhance students' understanding of worldwide cultures, expanding opportunities for engagement with diverse cultural traditions and perspectives, across all phases. 2. Raise students' awareness of the integration of Islamic values and their positive influence on UAE society, with a particular focus on Phases 1 and 2. 3. Strengthen students' practical knowledge of Emirati heritage, culture and history through interactive learning experiences, particularly in Particularly in Phase 1 and the lower grades of Phase 2. Social responsibility and innovation skills <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Social <> responsibility and <> innovation skills <> Good <> Good <> Good <> Good <> Findings: <> Across the school, students understand their responsibilities as members of the school community. By participating in the student council, student voice, Aoun team, and Red Crescent team, they have the opportunity to support both their school community and wider society. The charity festival at Bawadi Mall, their project initiative, is a great example of their involvement. However, this could be further improved to include a larger group of students across all phases. Students across the school demonstrate a strong work ethic. They take the initiative to complete their projects, especially in elementary, where Innovation Week provides a great opportunity to showcase their projects across different subjects. For example, in Elementary, students write about their innovative recycling project in their English lessons. In Middle and High school, the science fair is another opportunity to present their projects. Some initiatives and participation take place in the High school phase in activities outside the school, though these are limited in number. The Charity Market is a great opportunity for students to sell their work in support of needy people through the Aoun team. Students across the school take care of their immediate surroundings and are aware of important environmental issues, although the range of activities related to environmental awareness is limited and variable across the phases. In Phase 1, projects such as the Solar Oven and Sustainability City provide opportunities for students to explore sustainability concepts. The Eco Club is currently available only at the elementary level, with plans for expansion to middle and high school. In high school, initiatives like the Liquid Tree project offer some exposure to environmental issues. Additionally, recycling and school garden projects are present across phases, though student engagement remains inconsistent. Recycling bins are available throughout the school; however, they are not used effectively. There is an opportunity to further develop students’ awareness and involvement in sustainability efforts across all grade levels. Next Steps: <> 1. Expand opportunities for student leadership and community involvement, ensuring inclusivity and broader engagement across all phases, across all phases. 2. Encourage students to take greater ownership of their innovative projects, increasing their participation in showcasing their work school-wide and external events, promoting creativity and social responsibility, across all phases. 3. Enhance awareness of environmental issues and sustainability, integrating more hands-on initiatives and practical applications across all phases. PS3: Teaching and Assessment <> Teaching for effective learning <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Teaching for <> effective learning <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> Most teachers demonstrate a thorough understanding of their subject knowledge and apply it consistently and confidently in lessons. They have a clear awareness of how students learn and effectively utilize a range of teaching strategies to support student progress. In the most effective lessons, teachers implement a diverse repertoire of instructional approaches, incorporating student-centered methods that allow learners to engage actively in shaping their learning experiences. Through these approaches, students are provided with opportunities to contribute, reflect, and interact with lesson content, fostering greater engagement and deeper understanding. Most teachers plan engaging and highly well-structured lessons, cultivating motivating learning environments that effectively support student success. They make skillful use of time and resources, enabling students to become active and confident learners. Across the school, a uniform lesson planning format ensures consistency, with lessons effectively designed to accommodate diverse abilities and learning needs. Lesson objectives are clearly communicated, providing students with a strong sense of achievement. Teachers use time, activities and resources efficiently to maximize learning opportunities while fostering positive classroom environments where students remain focused and motivated. However, further strengthening is needed in Arabic as a first language (AFL), mathematics and science in Phase 1 to enhance lesson engagement and effectiveness. Teachers' interactions with students foster engagement and a very strong willingness to learn. In the higher phases, questioning strategies are more effective, promoting knowledge application, higher-order thinking and peer dialogue, which enhances lesson pace and direction. Students in these phases are encouraged to analyze, evaluate and synthesize information, leading to greater independence in learning. However, in the Phase 1, questioning remains more focused on knowledge recall and closed questioning, making this an area for further development to enhance critical thinking and student-led inquiry. Teachers use effective strategies to meet the individual needs of students, demonstrating a clear understanding of diverse learning profiles. Lessons are typically planned with differentiation, particularly for students with additional learning needs (ALN), ensuring targeted support. The use of Kagan strategies and differentiated tasks encourages mixed-ability collaboration, providing opportunities for students to engage, support, and challenge one another to optimize progress. However, the effectiveness of differentiation for high-achievers remains inconsistent, indicating the need for further refinement in extending and deepening learning for this group. Teachers systematically encourage students to take responsibility for their own learning, with lesson planning often incorporating opportunities to develop critical thinking, problem-solving, and independent learning skills. While these elements are integrated into planning, their consistent implementation across lessons remains an area for further development. Additionally, opportunities for students to develop innovation and enterprise skills are limited, highlighting the need for further emphasis on creativity, real-world problem-solving, and entrepreneurial thinking across the school. Next Steps: <> 1. Enhance the effective integration of Kagan strategies and differentiated tasks to meet the learning needs of all students, with a focus on high-ability learners, across all phases. 2. Improve questioning techniques to strengthen higher-order thinking and knowledge application, particularly in Phase 1. 3. Expand opportunities for students to develop independent learning, innovation, critical thinking and problem- solving skills, across all phases. Assessment <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Assessment <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> The school has coherent and consistent internal assessment processes across all phases. They are linked well in Phase 1 (KG) to the creative curriculum, and across Phases 2, 3 and 4 California’s Common Core State Standards (CCSS) for English Language Arts (ELA), mathematics and Next Generation Science Standards (NGSS) for science. For Arabic-medium subjects, the school follows the Ministry of Education (MoE) curriculum. Internal assessments, including end-of-term assessments, are centrally created by all schools across the Liwa group and provide valid, clear and comprehensive information on students' academic development. The school effectively benchmarks student attainment against appropriate international standards through the Programme for International Student Assessment (PISA) 2023, the Trends in International Mathematics and Science Study (TIMSS) 2023, and NWEA MAP assessments for English, mathematics, and science. These assessments provide comparative data to evaluate performance against national and international standards, informing data-driven improvements. In Phases 2, 3, and 4, students in Grades 1 to 10 participate in Measures of Academic Progress (MAP) assessments, developed by NorthWest Evaluation Association (NWEA), with two testing windows in Fall and Spring for English, mathematics, and science. In Phase 1 (KG2), students take MAP assessments in English reading and mathematics across two testing windows each academic year. For Arabic-medium subjects, the school utilizes the Arabic Benchmarking Test (ABT) for Arabic as a first language and engages Grade 12 students in the Ministry of Education (MoE) examinations for Arabic and Islamic Education, ensuring alignment with national curriculum expectations. Assessment data are systematically analyzed, providing detailed and accurate insights into student progress at both individual and group levels. The school employs a well-monitored online system that tracks student attainment and progress over time, ensuring data-driven decision-making. This system facilitates cohort tracking and measures performance across different student groups, including boys and girls, students with additional learning needs (ALN), students of determination, and high- and low-achieving students. Data analysis is conducted by senior leaders, subject coordinators, and phase leaders and is effectively shared with teachers, enabling targeted instructional planning and intervention strategies. Teachers effectively use assessment information aligned with curriculum expectations to inform lesson planning and address the learning needs of individuals and groups. Across the school, assessment data is consistently used to create mixed-ability groups, incorporating high-, middle- and low-attaining students to support collaborative learning. Additionally, teachers utilize data to set student targets, ensuring an appropriate level of challenge. However, the level of challenge for high-attaining and those with gifts and/or talents (G/T) remains inconsistent, indicating the need for further refinement in differentiation strategies to extend their learning. Teachers demonstrate a strong understanding of their students' strengths and areas for development, supported by access to the ‘Know My Class’ file, which provides detailed student profiles. They use verbal feedback during lessons and incorporate formative assessment strategies to offer personalized support and appropriate challenges. Teacher-written feedback in student workbooks follows a consistent whole-school approach, though some variations exist across grades and subjects. Student self-reflection and self- assessment, including peer assessment, are embedded in most lessons, supporting student ownership of learning and progress tracking. Next Steps: <> 1. Enhance consistency in written feedback across all grades and subjects to ensure clear, actionable guidance for student progress. 2. Increase challenge for high-attaining and G/T, utilizing data-driven differentiation strategies to extend their learning, across all phases. 3. Strengthen the strategic use of data in forming mixed-ability groups to ensure all students receive appropriate challenge and support, across all phases. PS4: Curriculum <> Curriculum design and implementation <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Curriculum design <> and implementation <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> The curriculum has a well-defined rationale, fully aligned with the school’s vision, Abu Dhabi’s educational priorities, and the UAE national agenda. It is structured on California’s Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), Advanced Placement (AP) and Ministry of Education (MoE) guidelines for Arabic-medium subjects across all phases. The curriculum is comprehensive and highly well-balanced, ensuring the progressive development of knowledge, skills and understanding across subjects and grade levels. It effectively meets the requirements of the school’s authorized curriculum and statutory regulations, fostering cohesive and rigorous learning experiences that prepare students for higher academic achievement and future pathways. The curriculum is effectively designed, ensuring a very strong horizontal and vertical alignment across core and non-core subjects, with a logical and progressive learning sequence. Ongoing curriculum development initiatives focus on enhancing cross-school and departmental consistency, refining curriculum design, and strengthening the scope and sequence of the K-12 framework. A deeper integration of skill progression across subjects and phases would further enhance student learning experiences. Seamless transitions between phases effectively support students in preparing for the next stage of their academic journey, ensuring continuity and progression in knowledge, skills, and understanding. The curriculum provides older students with a wide range of academic pathways, including Advanced Placement (AP) courses and elective options tailored to their talents, interests, and future aspirations. While AP enrollment has been lower in some courses, teachers are actively preparing students to meet the rigor and challenge of AP standards, and not all AP courses are currently offered. Heads of departments annually review and refine elective offerings to align with student interests and enrollment trends, ensuring a responsive and well-structured academic program. The school offers AP courses in science, including chemistry, physics, and biology, as well as calculus and English literature, alongside advanced courses across subjects. Students have access to a broad selection of electives, supporting both academic enrichment and personalized learning pathways. The curriculum includes meaningful and planned opportunities for cross-curricular learning, fostering connections between subjects and skill transfer. However, the systematic integration and progression of cross-curricular development remain inconsistent. The effectiveness of projects and activities that facilitate skill application across topics, standards, and practices varies across subjects and phases, indicating opportunities for further alignment and consistency. The curriculum undergoes regular and systematic review, including termly and end-of-year evaluations and weekly subject and grade-level meetings, to identify gaps, areas of overlap, and opportunities for further development, particularly in supporting high-achieving and gifted and talented students. Student and parent feedback is actively integrated into the review process, which is conducted in collaboration with sister schools, ensuring alignment and consistency across institutions. This collaborative approach allows subject leaders to evaluate the quality of the curriculum and its impact on both academic achievement and personal development. Additionally, heads of departments and subject leads meet weekly to monitor lesson quality and instructional effectiveness, ensuring alignment with curriculum objectives. Student performance data from internal assessments and MAP results is continuously analyzed to guide curriculum refinements and instructional improvements, ensuring targeted interventions and enhanced learning outcomes. Next Steps: <> 1. Enhance curriculum collaboration within the school to ensure teachers have a clear understanding of the progression of knowledge, skills and understanding as students advance through each grade level and subject, across all phases. 2. Embed opportunities for cross-curricular learning into the curriculum through systematic planning and integration across subjects in all phases. 3. Strengthen early planning for AP courses to ensure students are progressively prepared for the level of challenge and rigor in Phases 3 and 4. Curriculum adaptation <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Curriculum <> adaptation <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> The curriculum is effectively adapted to meet the needs of most students, including those with additional learning needs (ALN), and is designed to provide sufficient challenge while fully engaging all student groups. Teachers successfully modify learning activities to accommodate different student needs, including those with ALN and students of determination. While the needs of students with gifts and/or talents (G/T) are generally addressed in lessons, the level of support remains variable. Differentiation strategies assist students requiring additional guidance; however, further personalized learning opportunities could enhance engagement, particularly for high achievers. The curriculum provides meaningful opportunities for enterprise, innovation, and social contribution, particularly evident in Arabic, where creativity is encouraged through activities rather than routine lessons. However, these opportunities are less consistently embedded across other subjects and grade levels. While curriculum enrichment is present, it is primarily offered through morning activities and clubs, with extracurricular offerings mainly available to elementary students, though participation rates remain low. Opportunities for social contribution continue to develop, reflecting an area for further expansion. The curriculum integrates a range of learning experiences that enhance students’ understanding and appreciation of Emirati culture and UAE society, fostering connections between national identity, lessons, and the broader school community. While national identity links are regularly made, they are occasionally supplementary rather than fully embedded into lesson objectives, highlighting opportunities for more intentional curriculum integration. Next Steps: <> 1. Ensure learning opportunities are personalized to meet the needs of individuals and groups of students particularly high achievers and G/T. 2. Increase student participation in extracurricular activities and social contribution initiatives to strengthen engagement beyond the classroom, across all phases. 3. Enhance curriculum connections that embed Emirati culture and UAE society into lessons, ensuring meaningful integration across all subjects and phases. PS5: The protection, care, guidance and support of students <> Health and safety, including arrangements for child protection / <> safeguarding <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Health and safety, <> including <> arrangements for <> child protection / <> safeguarding <> Outstanding <> Outstanding <> Outstanding <> Outstanding <> Findings: <> The school has rigorous procedures and exemplary structured child protection and safeguarding policies, supported by rigorous systems that ensure the safety and well-being of all students. A detailed and accurate register is maintained for all adults involved with the school, and leaders enforce strict recruitment policies, conducting thorough background checks and mandatory training for all staff. All staff and volunteers undergo regular child protection training, equipping them with a clear understanding of their safeguarding responsibilities. Students receive age-appropriate guidance on personal safety, including strategies for staying safe both online and in real life. The consistent and effective implementation of the policy across the school fosters a culture of trust and security, ensuring that students feel safe, well-protected, and confident in their learning environment. The school maintains exceptionally effective safety systems, ensuring a highly secure and well-supervised environment for all students. School transport arrangements are highly efficient, with strict monitoring and supervision protocols in place at all times. Student safety is a top priority, with exceptional oversight across all areas of the school, including classrooms, common spaces, and outdoor facilities. A rigorous daily cleaning schedule and regular inspections of resources and equipment uphold the highest standards of hygiene and safety. These proactive and consistently applied measures create a safe, well-maintained, and hygienic learning environment that prioritizes student well-being at all times. The school building, resources and equipment are maintained in excellent condition. The school keeps detailed records of incidents, accidents, and the actions taken in response. Thorough risk assessments are conducted for both on-site and off-site activities, with any potential risks carefully documented and addressed to ensure student safety. The school meets all legal and regulatory requirements, including securely storing comprehensive records of incidents, such as regular fire drills and evacuation plans. The school premises, equipment and resources are excellent. They are designed to meet the learning needs of all students, including those with special educational needs and younger students. The thoughtful layout of the school provides an excellent physical environment, allowing all students to fully benefit from the wide range of learning opportunities offered. Healthy living is a priority for the school. This is systematically incorporated into most aspects of school life. The school provides helpful guidance to students and their families on healthy food and lifestyle choices. However, some students still bring in unhealthy food and drinks. The PE department promotes physical activity and dietary advice. Medical staff are attentive, conducting routine health checks and securely storing detailed records relating to student’s health. They share information about students' medical conditions with staff to ensure proper care. There are robust systems for the storage and administration of medication. Next Steps: <> 1. Enhance students’ awareness of online safety, personal well-being, and responsible decision-making, expanding structured learning opportunities within the curriculum and student-led initiatives, across all phases. 2. Strengthen the promotion of healthy lifestyles, increasing student engagement in nutrition education, ensuring greater adherence to healthy food and drink choices across the school. Care and support <> Performance <> Indicator <> KG <> Cycle 1 <> Cycle 2 <> Cycle 3 <> Care and support <> Very Good <> Very Good <> Very Good <> Very Good <> Findings: <> The staff has a very positive relationship and an excellent rapport with all students. These are built on mutual respect. Expectations for all students’ good conduct and behavior are clear and understood by all. These expectations are shared with parents and students. There are effective behavior management systems in place. The school’s approach is adequate in promoting attendance and punctuality. A significant number of students regularly arrive at school late and/or leave lessons early. This has a negative impact on the progress of these students because of an accumulation of lost learning time. The school has rigorous and well-structured systems for identifying students with additional learning needs, ensuring accurate identification and targeted support. Currently, 249 students (10%) are identified as having additional learning needs, including students of determination, with robust systems in place to assess and monitor their progress. The identification process for students of determination is highly effective, with Individualized Education Plans (IEPs) developed through collaboration between teachers, parents, and specialists. These plans clearly outline students' Present Levels of Academic and Functional Performance (PLAFP) and are systematically reviewed to ensure alignment with their evolving needs. The school provides effective support for most students with ALN, including students of determination. The quality of the provision is guided by a well-implemented Inclusion Policy, ensuring targeted intervention and support tailored to individual needs. Strategies for students of determination are effectively matched to their learning profiles and are enlisted on their IEPs, enabling most students to make appropriate progress from their starting points. However, students with G/T do not always make their best personal and academic progress. Across all phases, the well-being and personal development of all students are carefully monitored. The school has effective systems to monitor the well-being of students. Pastoral support is readily available to all students as required. Students’ efforts and achievements are celebrated and rewarded with Class Dojo points and certificates. Students in Phase 4 have regular access to the school’s career counselor who provides support through events, such as university and career fairs, and individual career information, advice, and guidance. Students benefit from assistance with their applications for university, as well as career pathways. Next Steps: <> 1. Implement strategies to improve student attendance and punctuality, implementing targeted interventions to reduce late arrivals and early departures, minimizing lost learning time. 2. Enhance the provision for G&T, developing structured enrichment opportunities and differentiated challenges to support their academic and personal growth, across all phases. 3. Expand career guidance and post-secondary preparation by increasing access to career counseling, university planning, and vocational pathway support for students in Phases 3 and 4. PS6: Leadership and Management <> The effectiveness of leadership <> Performance Indicator <> Quality judgement <> The effectiveness of leadership <> Very Good <> Findings: <> Leaders at all levels, led by the Principal, set a very clear strategic direction with a purposeful approach to raising standards. The school's vision and priorities are well-defined and consistently embedded across all aspects of school operations. Leaders demonstrate a strong commitment to the UAE’s national priorities and agenda, ensuring these are effectively integrated into curriculum planning, teaching practices and school- wide initiatives. Comprehensive plans are in place to support the school’s mission of student success in international examinations, including the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science (TIMSS). The principal and leadership team uphold an inclusive admissions policy, enhancing the inclusion team's capacity to identify and support diverse learning needs, thereby fostering a fully inclusive learning environment. The school is aware of the need to enhance the provision for those with gifts and/or talents (G&T) across all phases of the school. Senior leaders exhibit a secure understanding of the curriculum, instructional best practices, and assessment strategies. Middle leaders, including subject coordinators, are developing their expertise in effective teaching and learning strategies, particularly in monitoring and evaluating instructional quality across phases. Leaders recognize the need to further enhance teaching consistency to maximize student achievement. A culture of collaboration and shared best practices is evident across the school, supported by ongoing professional development and training within the school and across the Liwa group of schools. Professional relationships and communication within the school are consistently strong and effective. A distributive leadership model is in place, with clear roles, responsibilities, and accountability measures for phase and subject leaders. Collaborative work between phases ensures alignment in teaching and learning, although there is an opportunity to strengthen subject leaders’ understanding of pedagogy and learning strategies, particularly between KG/elementary and middle/high school. The senior leadership team fosters a positive school culture, supporting staff morale and promoting a cohesive learning environment, ensuring consistently high levels of staff engagement. Leaders have a clear and accurate understanding of the school’s areas for improvement, focusing on active learning strategies and instructional consistency to further enhance student achievement. The curriculum has been modified and refined to meet the learning needs of the large majority of students, with a strong emphasis on reading and speaking skills. Leadership decisions reflect a proactive and strategic capacity for continuous school improvement. Staff accountability is very successful and ensured through regular student performance data analysis, formal and informal lesson observations, and personalized performance reviews. This structured approach to monitoring and evaluation has led to sustained improvements in key aspects of the school’s work, contributing to notable increases in student outcomes, learning skills, teaching, and assessment quality. Leaders ensure that the school remains fully compliant with statutory and regulatory requirements, reinforcing effective governance and operational excellence. Next Steps: <> 1. Enhance middle leaders' pedagogical expertise in monitoring teaching across all phases. 2. Enhance cross-phase collaboration so that all subject staff know the skills, knowledge, and understanding students have learned and need to learn across all phases. 3. Continue to embed active learning strategies and teaching consistency across the school to improve student performance. School self-evaluation and improvement planning <> Performance Indicator <> Quality judgement <> School self-evaluation and improvement planning <> Very Good <> Findings: <> The school implements a systematic and rigorous data-driven approach to self-evaluation (SEF), incorporating findings from the previous inspection, internal reviews, external benchmarking, and stakeholder feedback from parents and staff surveys. This embedded process ensures that the school has an accurate understanding of its strengths and key areas for improvement at all levels. To further enhance self-evaluation, a more critical analysis of both school-wide and subject-specific strengths and areas for development would provide deeper insights for strategic planning. Teaching and learning are systematic and very effectively monitored by senior and middle leaders through a combination of informal learning walks and formal lesson observations. Using a prescribed approach aligned with the UAE inspection framework, leaders focus on school priorities and instructional effectiveness. New staff and those identified through performance management systems as needing additional support receive targeted feedback and professional development opportunities, ensuring continuous improvement in teaching practices. The rigorous monitoring of teaching and learning directly supports performance management, with leaders at all levels demonstrating a secure understanding of instructional effectiveness and its impact on student outcomes. As a result, student achievement has been maintained and improved across subjects and phases. The school’s development plans are coherent and comprehensive, aligning with previous inspection recommendations, UAE national priorities, and internal and external data analysis. These plans are clearly defined with measurable improvement metrics, ensuring a strategic and evidence-based approach to school development based on SEF. Five key priorities identified in the improvement plan are effectively embedded into the school's operations and instructional strategies, driving consistent and sustained positive effects on students’ achievement across the institution. The school has demonstrated sustained improvement over time, successfully implementing all the recommendations from the previous inspection, particularly in student progress across subjects, assessment processes, speaking and reading skills and collaborative learning. However, student attainment remains an area for further improvement, particularly in elementary, middle and high school subjects. Some areas of progress have been impacted by staffing changes, requiring continued strategic focus to ensure long-term consistency and improvement. Next Steps: <> 1. Strengthen SEF through deeper analysis and critical reflection on triangulated data. 2. Continue to strengthen the impact of monitoring of teaching and learning further. 3. Continue to ensure that improvement priorities are focused on student achievement, particularly improving attainment across all subjects and phases. Parents and the community <> Performance Indicator <> Quality judgement <> Parents and the community <> Good <> Findings: <> Parents are supportive of the school and trust it to provide a well-rounded education for their children. They feel welcomed and engaged in their children's learning journey, with opportunities to participate in various school events, such as coffee mornings and parent meetings, to stay informed about key educational developments. However, broadening parental participation across a wider range of families remains an area for further development. Where applicable, parents contribute to the review and development of Individual Education Plans (IEPs), ensuring their active involvement in supporting students with additional learning needs. The school employs a variety of digital and non-digital communication methods to keep parents informed and engaged about their children’s learning and development. Parents feel welcomed and well-supported during school visits, with the open-door policy and the availability of faculty and the parent liaison officer contributing to a positive school-home partnership. Student progress is regularly communicated through academic report cards, and parents have access to student work online and in-person consultations, including open house events and parent-teacher meetings. These sessions provide insight into both academic progress and overall student development. The school effectively addresses any concerns raised by parents. However, formal reports do not yet provide detailed insights into students’ social well-being or specific strengths and areas for development, presenting an opportunity for further refinement. The school maintains strong connections with the local community and collaborates with other Liwa schools. Partnerships with Abu Dhabi University and the American University of Sharjah provide curriculum- enhancing opportunities, primarily benefiting students in the upper phases. Students also engage in charitable initiatives, including collaborations with the Red Crescent to support those in need. However, international partnerships and collaborations beyond the UAE remain underdeveloped, highlighting an area for further expansion to broaden students’ global engagement and learning experiences. Next Steps: <> 1. Ensure higher engagement and attendance from all groups of parents, empowering them to become more active participants of the school community. 2. Develop social contributions to the local, national and international communities further and ensure they have a positive effect on students’ learning, for all phases. 3. Ensure report cards include progress of students’ social wellbeing and areas of academic development Governance <> Performance Indicator <> Quality judgement <> Governance <> Very Good <> Findings: <> Governance includes representation from almost all stakeholders. The governing body consists of an executive group responsible for the school's day-to-day management, including stakeholders from the wider community, staff and a parent representative. While a parent council exists, it does not hold governance responsibilities. Both groups meet regularly and receive reports from the principal, ensuring informed decision-making and oversight. The executive group effectively manages key areas, including financial planning, resource allocation, and staffing appointments, demonstrating a comprehensive understanding of the school's operational and strategic priorities. With the support of the CEO, the executive group maintains detailed knowledge of the school’s performance metrics, ensuring data-driven improvements. To promote a more inclusive governance approach, there is an opportunity to further integrate parents' and students' perspectives into decision-making processes. The board exerts a very positive influence on the school’s performance, using a structured approach to gather and analyze survey feedback from parents and staff. Through regular meetings and reports from the principal and senior leadership team, the board remains well-informed about the school's progress and identified priorities. It actively evaluates students' academic outcomes and the effectiveness of school initiatives, shaping the strategic direction of the school. However, while the board influences key improvements, student attendance concerns have not yet been fully addressed. The executive board employs a performance management framework, ensuring accountability at all leadership levels, including the principal. The executive board plays a very significant role in guiding the school's leadership and strategic planning, ensuring the school is well-resourced to support high-quality teaching and learning while maintaining compliance with all statutory and regulatory requirements. The board has facilitated enhancements in facilities, resources, ICT infrastructure, and professional development initiatives, contributing to an enriched learning environment. However, challenges related to staff retention, particularly in key subjects, persist. Recognizing this as a priority, the board has identified strategies to improve staff stability across the school and within the wider education group, aiming for long-term sustainability and continuity in staffing. Next Steps: <> 1. Enhance the role of parents and students in the governance of the school. 2. Ensure that school attendance improves to at least 95%. 3. Continue to strengthen strategies to reduce teacher turnover, especially in core subject areas. Management, staffing, facilities and resources <> Performance Indicator <> Quality judgement <> Management, staffing, facilities and resources <> Very Good <> Findings: <> The school's daily management is efficient and well-organized, ensuring smooth operations with minimal disruptions across almost all aspects. Both staff and students demonstrate a strong understanding of school routines and policies, contributing to a structured and orderly learning environment. The timetable is designed to optimize instructional time, optimizing learning opportunities across all phases. However, end-of- day dismissal procedures vary by phase, with students who take buses leaving early, impacting instructional time. The school is appropriately staffed with well-qualified educators, effectively deployed to align with the school's vision and mission. A few open teaching positions remain in elementary and high school mathematics, as well as high school chemistry, with strategies in place to address these vacancies. The Comprehensive Professional Development (CPD) program is well-developed and includes a structured induction model for new teachers. Ongoing professional learning opportunities focus on key instructional areas, such as school ethos and culture, cultural awareness, AI integration, Accelerated Reader, differentiation, classroom management, data-driven instruction, personalized target-setting, and curriculum review, ensuring continuous improvement in teaching and learning practices. The premises are of high-quality, with a range of specialist facilities designed to enable accessibility for all, including mobility. The school environment is clean, well-maintained and conducive to learning. Classrooms and materials are well-organized, with ample storage space and age-appropriate furniture that meets the needs of different subjects, such as science labs and specialized learning areas. Displays in hallways and classrooms celebrate student work, areas of learning, and National Identity, showcasing projects and academic achievements. In KG, hands-on materials and manipulatives are frequently used, while further integration of these resources in elementary mathematics and science lessons would strengthen active, inquiry-based learning. A wide range of resources supports student learning, including well-stocked libraries, science laboratory equipment, Arabic instructional materials, books, and e-learning tools. The school communication board, located in the main reception area, provides parents, visitors, and students with up-to-date school news and information, ensuring transparent and accessible communication. Next Steps: <> 1. Enhance the school's daily management to ensure a positive impact on student outcomes, with a particular focus on reinforcing measures that promote punctuality and attendance. 2. Continue to provide resources including hands-on materials and manipulatives especially in elementary mathematics and KG science lessons. 3. Continue to provide targeted professional development aligned to the school development plan that builds expertise in areas identified as priorities such as personalized learning, innovation and research, and scientific inquiry and Arabic speaking skills in Phase 1. If you have a question or wish to comment on any aspect of this report, please contact irtiqaa@adek.gov.ae

Liwa International School - Al Ain - Falaj Hazza'

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