A B C Private SchoolPrincipal & Leadership TeamLast Updated: April 7, 2026

A B C Private School is currently led by Acting Principal Relanah Sharif, whose appointment has brought renewed structural clarity to a school that has navigated a prolonged period of staffing instability over the past three years. The 2024–25 Irtiqaa inspection acknowledges that the newly appointed principal has established a coherent leadership structure, with early indications of positive momentum across key areas of the school's work. That said, the acting nature of the role and the absence of confirmed permanent leadership are factors parents should weigh carefully when assessing long-term stability.

At the leadership level, the inspection rated overall leadership effectiveness as Good, with self-evaluation, improvement planning, and staffing management all holding at Good. However, governance was downgraded from Good to Acceptable in the 2024–25 cycle — a notable regression. Inspectors cited limited representation on the governing body and insufficient accountability mechanisms, and identified strengthening governance as a priority recommendation. This is a meaningful concern for a school of 2,464 students and warrants monitoring in future inspection cycles.

The school employs 132 teachers supported by 41 teaching assistants, yielding a student-to-teacher ratio of 1:14 — slightly above the Abu Dhabi average of 1:13.6 among private schools, though broadly comparable. Teacher nationalities span the United Kingdom, Egypt, and Lebanon, reflecting a blend of British curriculum expertise and regional experience. [MISSING: staff qualification percentages, e.g. proportion holding Masters or above] No data on formal staff qualifications is available from inspection sources or the school's published materials.

Staff retention remains a live concern. The inspection report explicitly references significant staffing change as a defining challenge of the current period, and governance recommendations specifically call for improved staff stability. While the principal is credited with maintaining overall school performance at Good through this disruption, the underlying instability in teaching staff — particularly across phases 2, 3, and 4 — has contributed to inconsistencies in assessment practice and teaching quality that inspectors flagged as areas requiring urgent attention.

On school culture and community engagement, the picture is more positive. Partnerships with parents and the community are rated Good, with the inspection describing communication as timely, open, and supportive. The school operates parent forums, open-door policies, consultation evenings, and online progress portals, and actively involves parents in reading initiatives including book fairs and book clubs. The school's mission explicitly positions parents as valued community members with a right to frequent, effective communication — and the inspection evidence broadly supports this aspiration in practice. Community outreach and student innovation activities, however, are rated only Acceptable, suggesting the school's external engagement remains underdeveloped relative to its internal parent communication strengths.