Adnoc Schools - Ghayathi - Branch 3, Abu Dhabi

The school implements the American curriculum Abu Dhabi model anchored to the Massachusetts Curriculum Framework - widely regarded as one of the most academically rigorous state frameworks in the United States. In English Language Arts, the school applies the Massachusetts ELA standards, which blend Common Core State Standards with Massachusetts-specific benchmarks. Mathematics follows the Common Core State Standards, while Science is delivered through the Next Generation Science Standards (NGSS), which prioritise inquiry, data interpretation, and real-world application over rote content recall. Social Studies draws from Maryland State Standards, supplemented by Common Core literacy skills. Arabic Language, Islamic Studies, and UAE Social Studies are delivered in accordance with Ministry of Education requirements, with Social Studies ABT results for AY2024/25 rated Very Good in Phase 2 - a genuine bright spot in the school's academic profile. The 2025 Irtiqa report presents a nuanced picture of academic achievement. In English-medium subjects, attainment is rated Acceptable across both KG and Cycle 1 in English, Mathematics, and Science - meaning students are broadly meeting but not consistently exceeding curriculum standards. However, progress is rated Good across all three subjects in both phases, which is the more meaningful metric: it indicates that students are advancing from their starting points at above-expected rates. This progress-over-attainment gap is characteristic of schools serving communities where English is an additional language, and the Irtiqa report confirms that almost all students at Ghayathi speak English as an additional language. In Arabic-medium subjects, Islamic Education attainment is Good in both phases, and Arabic as a First Language attainment is Acceptable - a regression from the previous inspection - though progress remains Good. The school's MAP standardised testing data for AY2024/25 tells a harder story: attainment in English reading, mathematics, and science in Phase 2 is rated Weak against international MAP benchmarks, though progress in science is rated Good, suggesting genuine learning momentum even if absolute levels remain below international norms. The school's pedagogical approach centres on Project Based Learning (PBL), adopted network-wide since 2013. This shifts instruction away from memorisation and towards collaborative, real-world problem solving. The MAP assessment (Measures of Academic Progress) is administered twice yearly in Grades KG2 through 7, providing teachers with granular data to personalise instruction. The school also participates in international benchmarks: TIMSS 2023 results showed Grade 4 Mathematics at 353 (below the international average of 503) and Grade 4 Science at 325 (below the international average of 494). PIRLS 2021 reading results placed Grade 4 students Below the Low International Benchmark. These figures are a candid reminder that while the school is making progress, it has meaningful ground to cover against global peers. The school's SEN department, established since 2011, provides Individualised Education Plans (IEPs), push-in and pull-out support, and targeted interventions - with the Irtiqa report noting that Care and Support is rated Very Good, the school's highest academic-adjacent rating. Gifted and Talented provision is acknowledged in policy but the Irtiqa report flags that high-attaining students are not consistently challenged across subjects.