Abu Dhabi Indian School - Muroor
Executive Summary
Abu Dhabi Indian School - Muroor, operating under the Indian curriculum, has maintained its overall Good rating in the latest ADEK Irtiqa inspection for the 2024-2025 academic year. The school is recognized for providing an affordable, quality education to the Indian community, preparing students to be useful citizens.
Significant improvements have been noted in students' achievement in English, with ratings reaching Very Good and Outstanding across phases, and in UAE Social Studies. Learning skills have also improved to Very Good. However, attainment and progress in Islamic Education and Arabic as a second language require further enhancement, and assessment practices have regressed to Acceptable, indicating a need for more rigorous and consistent application.
The school benefits from dedicated leadership, strong community links, and experienced new governors who are actively shaping its future direction. While teaching quality is largely Very Good, challenges remain in leadership capacity, particularly for middle managers, and in ensuring consistent differentiation and effective use of assessment data to personalize learning and challenge higher-attaining students.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Abu Dhabi Indian School - Muroor Overall Rating
Good for 2+ consecutive years
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement in English and UAE Social Studies has shown significant improvement, reaching Very Good and Outstanding levels in various phases. Learning skills are consistently Very Good. However, attainment and progress in Islamic Education and Arabic as a second language require further development, with observed skills not always aligning with internal assessment data. EnglishUAE Social StudiesLearning SkillsVery GoodOutstanding
Students demonstrate high levels of personal development and social responsibility, actively participating in sustainability and charitable projects. They exhibit positive attitudes and can work independently. However, there is a need to develop higher-order thinking skills and broaden their knowledge of other world cultures. Personal DevelopmentSocial ResponsibilityVery Good
Teaching quality has improved to Very Good across all phases, characterized by consistent lesson planning and secure subject knowledge. Conversely, assessment practices have regressed to Acceptable due to inconsistent marking, lack of clear next steps, and insufficient focus on skills, hindering personalized learning and challenge for higher attainers. Teaching for effective learningVery GoodAssessmentAcceptable
The curriculum is well-designed with breadth, balance, and effective cross-curricular links, providing ample opportunities for extracurricular activities. However, curriculum adaptation is rated Good, indicating insufficient modification to consistently extend learning for all student groups, particularly in fostering higher-order thinking and cultural awareness. Curriculum design and implementationCurriculum adaptationGood
Health and safety, along with care and support for students, have regressed to Good. This is attributed to less regular safety checks, aging facilities, and less rigorous identification and provision for students with additional learning needs and the gifted and talented, not fully aligning with new inclusion policies. Health and safetyCare and supportGood
Leadership effectiveness remains Good, with a stable staffing structure and a clear direction for school improvement and inclusivity. Strong partnerships with parents and experienced governors contribute positively. However, challenges include insufficient release time for middle managers, inconsistent use of assessment data for self-evaluation, and the need for capital plans to enhance aging facilities. Effectiveness of leadershipParents and the communityGovernanceGood
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved English Achievement
Students' achievement in English has significantly improved across all phases, reaching Very Good and Outstanding levels.
High Personal Development
Students demonstrate high levels of personal development and social responsibility, actively engaging in community and sustainability projects.
Effective Safeguarding
The school has effective procedures in place for student safeguarding, with a strong focus on well-being and promoting healthy living.
Breadth of Curriculum
The curriculum offers breadth, balance, and well-embedded cross-curricular links, providing ample opportunities for student activities.
Dedicated Leadership
The principal and senior leadership are dedicated to providing affordable, quality education and fostering a positive learning culture.
Strong Governance
Highly experienced new governors are actively contributing to the school's strategic planning and future direction.
Academic Performance Breakdown
Achievement in English and UAE Social Studies has shown notable improvement across phases. While internal assessment data often indicates high attainment, observed skills in Islamic Education and Arabic as a second language do not always align. Standardized assessment data for Arabic (IBT) shows weak attainment.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team, led by a dedicated principal, provides a clear direction focused on improving achievement and inclusivity. They foster a positive learning culture with high expectations for student behavior and maintain strong community links. New governors are actively involved in strategic planning, though challenges exist in empowering middle leadership and leveraging data for rigorous self-review.
Inspection Findings
Students' Achievement
Internal assessment data often indicates high attainment, particularly in Grade 12 MoE exams for Islamic Education and Arabic, and CBSE results for English, Math, and Science. However, observed knowledge and skills in lessons, especially for Islamic Education and Arabic as a second language, do not always align. There is a need to enhance critical thinking, use of evidence, and differentiation to challenge all students effectively.
Personal & Social Development
Students demonstrate very good personal development, understanding of Islamic values, and social responsibility, actively engaging in community projects. However, they lack higher-order thinking skills and broader knowledge of other world cultures, which limits their innovation skills and global awareness.
Teaching & Assessment
Teaching quality has improved to Very Good across all phases, with consistent lesson planning and effective teacher-student relationships. However, assessment has regressed to Acceptable due to inconsistent marking, lack of next-step comments, and insufficient focus on skills. Teachers' use of prior knowledge to modify lessons is limited, and assessment data is not rigorously analyzed to personalize learning or challenge higher attainers.
Curriculum Design & Adaptation
The curriculum design and implementation are Good, offering breadth, balance, and well-embedded cross-curricular links. It provides opportunities for volunteering and cultural activities. However, curriculum adaptation is also Good, indicating insufficient modification to extend learning for all student groups, particularly in developing higher-order thinking and a deeper appreciation of diverse cultures.
Protection, Care & Support
Health and safety, along with care and support, have regressed to Good. This is due to less regular safety and maintenance checks, aging facilities, and less effective systems for identifying and providing for students with additional learning needs and the gifted and talented, leading to lower-than-expected numbers of identified students.
Areas for Development
- •Raise achievement in all subjects to a very good level by improving students’ attainment and rate of progress, especially in Islamic education and Arabic as a second language, and by raising teachers’ expectations to challenge more able students.
- •Improve the validity and reliability of assessment tools based on skills and better aligned with curriculum standards to identify learning gaps, personalize interventions, and inform lesson planning.
- •Extend the school-wide focus on reading to encompass a broader literacy skills approach and deepen students’ understanding of how Islamic values influence contemporary UAE society and other world cultures.
- •Develop students’ independent inquiry skills and strengthen their innovation skills by providing more opportunities to initiate, lead, and design projects, encouraging self and peer-evaluation.
- •Embed strategies for effective teaching, learning, and support by extending best practice teaching, enhancing lesson planning to meet specific group requirements, and reviewing time management to reduce teacher talk.
- •Improve the impact of school leadership by using data more rigorously for self-review and improvement planning, streamlining record keeping processes using existing technology like Digital Campus, and investigating the effectiveness of care and support personnel capacity.
- •Develop realistic maintenance budgets and establish capital plans to enhance facilities, recognizing aging infrastructure and roll growth, including providing more shaded areas and seating in outdoor spaces.
- •Embed the distributive leadership model by building leadership capacity and capability, providing appropriate time allowances for delegated responsibilities, and giving authority to act to improve the school’s responsiveness.