Abu Dhabi Island International Private School
Executive Summary
Abu Dhabi Island International Private School has sustained an overall performance judgment of Good in the AY2025/26 inspection, maintaining its rating from the previous academic year. The school follows an American curriculum and serves a diverse student body, with a significant proportion of Emirati students.
The school demonstrates Outstanding attainment in MAP Spring English reading and language use, mathematics, and science across all phases, and Very Good attainment in Arabic and Islamic Education Benchmark Tests. Students in Phases 3 and 4 show good progress in core subjects. However, performance in international assessments like TIMSS and PISA remains below international averages and school targets, indicating a need for further development in critical thinking and problem-solving skills.
Leadership and management are rated Acceptable, with a clear vision aligned with UAE national priorities. While self-evaluation processes are Good, their alignment with classroom observations needs improvement. The school has effective safeguarding procedures and fosters positive student behavior and attitudes, with an improved understanding of Islamic values and Emirati culture.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Abu Dhabi Island International Private School Overall Rating
Good for 3+ consecutive years
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement is rated Good overall, with sustained attainment and progress in Arabic-medium and English-medium subjects across most phases. Standardized assessments (MAP, ABT, ISBT, SSBT) show strong performance, often Outstanding or Very Good. However, international assessments (TIMSS, PISA, PIRLS) indicate performance below international averages, particularly in higher-level comprehension and critical thinking. Outstanding attainmentinternational assessmentssustained progress
Students' personal and social development remains Good in all phases. There has been an improvement in students' understanding of Islamic values and awareness of Emirati and world cultures. Positive behavior and attitudes towards learning are consistently displayed across the school, though social responsibility and innovation skills remain Acceptable. positive behaviorIslamic valuesEmirati culture
Teaching for effective learning is Good in Phases 3 and 4 but Acceptable in Phase 2, reflecting varied use of strategies to meet student needs. Assessment practices remain Acceptable across all phases, with a system for collecting student performance data in place but needing more effective integration into lesson planning and rigor in internal assessments. teaching effectivenessassessment practicesdata analysis
Curriculum design, implementation, and adaptation are Good across all phases, providing a cohesive and balanced learning experience. Curriculum adaptation is Good in Phases 3 and 4 but Acceptable in Phase 2. There is a need to broaden subject choices in Grade 12 and strengthen cross-curricular links to better reflect student interests and aspirations. curriculum designcurriculum adaptationcross-curricular links
The health and safety of students, including child protection, continue to be a priority and remain Good. The school provides Acceptable care, guidance, and support across all phases, demonstrating a commitment to supporting students of determination and those with additional learning needs. health and safetychild protectionstudents of determination
Leadership and management are rated Good overall, with the effectiveness of leadership being Acceptable. Leaders have a clear vision aligned with national priorities, and self-evaluation processes are Good, though judgments do not always fully align with observed practices. Governance, partnerships with parents, and management of resources are Good, showing a commitment to continuous improvement. effectiveness of leadershipself-evaluationgovernance
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Progress in Core Subjects
Students in Phases 3 and 4 demonstrate good progress in Arabic, English, mathematics, and science.
Positive Behavior & Attitudes
Students consistently display positive behavior and attitudes towards learning across the school.
Cultural Understanding
Students show a clear understanding of Islamic values and an appreciation for UAE heritage and culture.
Attendance & Punctuality
The school has effective systems in place for promoting and managing students’ attendance and punctuality.
Child Protection
Effective procedures are maintained for the safeguarding of students, including robust child protection measures.
Strong Standardized Results
Students achieve Outstanding attainment in MAP English, Math, and Science, and Very Good in Arabic and Islamic Education Benchmark Tests.
Academic Performance Breakdown
While internal and standardized assessments show strong performance, particularly in MAP tests, students' achievement in international assessments (TIMSS, PISA, PIRLS) remains below international averages, indicating a gap in higher-order thinking skills.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team is committed to continuous improvement and sets a vision aligned with national priorities. While self-evaluation processes are robust, there is a need to sharpen the accuracy of these evaluations by strengthening the use of classroom evidence and international benchmarks. Strategic and departmental goals require refinement for clearer direction and more focused guidance to maximize student achievement.
Inspection Findings
Students' Achievement
Students demonstrate sustained attainment and progress in Arabic-medium and English-medium subjects across most phases. Internal and standardized assessments show strong results, particularly in MAP tests. However, performance in international assessments like TIMSS and PISA is below targets, indicating a need to develop higher-level comprehension and critical thinking skills.
Personal & Social Development
Students' personal and social development is Good, with positive behavior and attitudes. Their understanding of Islamic values and awareness of Emirati and world cultures has improved. Social responsibility and innovation skills remain Acceptable, suggesting areas for further development in student-led initiatives.
Teaching & Assessment
Teaching for effective learning is Good in Cycles 2 and 3 but Acceptable in Cycle 1, with varying use of strategies to meet individual student needs. Assessment practices are Acceptable across all phases, requiring improved data analysis and rigor in internal assessments to better monitor and inform student progress.
Curriculum Design & Adaptation
Curriculum design, implementation, and adaptation are Good across all phases, providing a cohesive and balanced educational program. Adaptation is Good in Cycles 2 and 3 but Acceptable in Cycle 1. There is a need to broaden subject choices in Grade 12 and strengthen cross-curricular links to enhance transfer of learning and align with student interests.
Protection, Care & Support
Health and safety, including child protection, are Good and remain a priority. Care, guidance, and support for all students, including students of determination, are Acceptable across all phases. The school is committed to supporting students with additional learning needs.
Areas for Development
- •Raise students’ achievements across all core subjects, particularly in Phase 2, by strengthening students’ Arabic language skills, ability to recite the Qur’an accurately, understanding of UAE’s international partnerships, mathematical competence, scientific inquiry skills, and independence, collaboration, and inquiry skills.
- •Improve teaching, assessment, and the curriculum by strengthening teaching effectiveness through purposeful student-centered approaches, improving data analysis and use of assessment, enhancing curriculum design, and strengthening cross-curricular links.
- •Improve the impact of school leadership on student performance by sharpening the accuracy of self-evaluation, strengthening the evaluation of teaching and feedback, refining strategic and departmental improvement goals, ensuring strategic allocation of resources and digital technologies, and ensuring the governing board has access to comprehensive student achievement data.
- •Improve students’ achievement in international assessments (TIMSS, PISA, PIRLS) by ensuring leaders understand assessment frameworks, familiarizing students with question types, using gap analysis for targeted teaching, and identifying students for additional intervention programs.