Adnoc Schools - Ruwais - Branch 2
Executive Summary
ADNOC Schools - Ruwais - Branch 2 has maintained its overall ADEK Irtiqa rating of Good since the last inspection in 2022. The school demonstrates a strong commitment to national priorities, fostering an inclusive environment with a focus on student wellbeing. Significant improvements have been noted in Arabic-medium subjects and English-medium subjects, particularly in the lower phases, attributed to effective teaching strategies and a focus on active learning.
Students' achievement has improved across most subject areas in KG and Primary phases, with strong literacy skills in Arabic and English, and enhanced learning skills. The curriculum is well-planned, flexible, and inclusive, aligning with national priorities and offering a wide range of choices in upper phases. The school also excels in promoting students' understanding of Islamic values, Emirati national identity, and active participation in community and volunteer activities.
Leadership and management are rated Good, with the principal implementing effective new policies that have positively impacted lower phases. Governance provides strong oversight, ensuring the school is well-resourced and accountable. Rigorous safeguarding procedures and effective support systems are in place, ensuring student safety and wellbeing, with strong identification and support for students with additional learning needs.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Adnoc Schools - Ruwais - Branch 2 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 has improved across most subjects in KG and Primary phases, with strong literacy and learning skills. While attainment in Arabic-medium subjects is Very Good in lower phases, consistency in memorization and application of Islamic teachings, as well as extended writing in Arabic, needs strengthening in upper phases. English-medium subjects also show improvement in lower phases, but standardized assessment results (MAP, PISA, TIMSS) indicate areas for development in attainment across Middle and Secondary phases. Arabic-medium subjectsEnglish-medium subjectslearning skills
Students demonstrate a secure understanding of Islamic values, express pride in their UAE national identity, and actively participate in community and volunteer activities, rated Very Good across all phases. Personal development is Acceptable in KG and Good in other phases. Attitudes and behavior are very positive, though overall attendance rates are Acceptable with some punctuality issues. Islamic valuesUAE national identitysocial responsibilityinnovation skills
Teaching quality has improved to Very Good in KG and Primary, with teachers planning engaging lessons and effectively using resources. Assessment practices are coherent, with effective use of MAP data to identify learning gaps, improving to Very Good in KG. However, inquiry-based learning is not yet fully established in upper phases, and there is a need to refine assessment practices to include more higher-order thinking questions and consistent marking. engaging lessonsMAP dataassessment for learning
The curriculum design and implementation are Very Good, offering a well-structured, flexible, and inclusive program that aligns with national priorities and meets student needs. Curriculum adaptation is Good across all phases, providing a wide range of choices in Middle and Secondary. However, innovative practices in lessons are still developing, especially in higher phases, and curriculum modifications need refinement for high-attaining and gifted students. well-structured curriculumnational prioritiescurricular choices
The school maintains Very Good health and safety standards, with effective safeguarding systems and well-planned protocols. Care and support for students are also Very Good across all phases, characterized by strong staff-student relations. Students with additional needs and those who are gifted and talented are effectively identified and supported, though gifted and talented students may require more challenging opportunities. safeguarding procedureshealth and safetycare and supportadditional needs
Leadership and management are Good overall, with the principal establishing a highly inclusive school and a clear strategic direction, leading to improvements in KG and Primary phases. The effectiveness of leadership and self-evaluation are Good. Partnership with parents, governance, management, staffing, and resources have improved to Very Good, with strong oversight from the owner (ADNOC) and a very effective parents’ group. inclusive schoolstrategic directiongovernanceparents’ group
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Student Achievement
Students' achievement has significantly improved across most subject areas in the KG and Primary phases, demonstrating enhanced foundational skills.
Strong Cultural Identity
Students show a secure understanding of Islamic values, pride in UAE national identity, and active participation in community and volunteer activities.
Engaging Teaching Strategies
Teachers, particularly in KG, plan engaging lessons and effectively use time and resources to promote student interest and interaction.
Effective Curriculum Design
The curriculum is effectively planned, regularly reviewed, and offers a wide range of options that meet the diverse needs of all students.
Rigorous Safeguarding
The school implements rigorous safeguarding procedures and effective support systems, ensuring student safety, wellbeing, and timely identification of additional learning needs.
Strong Leadership & Governance
Leaders have established a highly inclusive school with a clear strategic direction, supported by effective governance that ensures resources and accountability.
Academic Performance Breakdown
The school demonstrates strong academic performance in KG and Primary phases, with notable improvements in Arabic and English medium subjects. However, performance in standardized and international assessments (MAP, PISA, TIMSS) in Middle and Secondary phases indicates a need for significant improvement in English, Mathematics, and Science attainment and progress. There are also specific areas for development in Arabic language and Social Studies in upper phases.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team, led by a principal appointed after the last inspection, has successfully established a highly inclusive school with a clear strategic direction. They demonstrate a strong commitment to UAE priorities and wellbeing, fostering a positive learning environment. While significant improvements are evident in the lower phases, the impact of new initiatives on students’ achievement in upper phases is still developing.
Inspection Findings
Students' Achievement
Students' achievement has improved across most subjects in KG and Primary phases, with strong literacy skills and effective teaching strategies contributing to better progress. However, attainment in standardized and international assessments (MAP, PISA, TIMSS) remains Weak in English, Mathematics, and Science for Middle and Secondary students, indicating a need for deeper conceptual understanding and application of skills in these areas.
Personal & Social Development
Students consistently demonstrate a Very Good understanding of Islamic values, a strong awareness of Emirati and world cultures, and high levels of social responsibility and innovation skills. They actively participate in community and volunteer activities. While attitudes and behavior are very positive, overall attendance rates and punctuality require improvement.
Teaching & Assessment
Teaching quality has improved significantly in KG and Primary phases, with teachers planning engaging lessons and effectively using resources. The school implements coherent assessment practices, effectively using MAP data to identify learning gaps. However, inquiry-based learning is not fully established in upper phases, and assessment practices need refinement to include more open-ended, higher-order thinking questions and consistent marking.
Curriculum Design & Adaptation
The curriculum is well-designed, flexible, and inclusive, aligning with national priorities and meeting the needs of most students, offering a wide range of choices in Middle and Secondary. Curriculum adaptation is Good. However, innovative practices in lessons are at a developmental level, especially in higher phases, and curriculum modifications need refinement to provide appropriate challenge for high-attaining and gifted students.
Protection, Care & Support
The school maintains Very Good health and safety standards, with robust safeguarding procedures and well-planned protocols. Care and support for students are also Very Good, characterized by strong staff-student relations and effective identification and support for students with additional learning needs. Gifted and talented students, however, may occasionally require more challenging opportunities.
Areas for Development
- •Raise students’ achievement level in all core subjects and phases by improving reading and writing fluency in Arabic, strengthening understanding of language structures and grammar, and enhancing comprehension of unfamiliar texts.
- •Strengthen students’ memorization and recitation of prescribed Surahs and Hadeeth in upper phases, and promote the practical application of Islamic principles and their connection to Quranic verses and Hadeeth across all phases.
- •Deepen conceptual understanding in UAE social studies to independently make real-world connections, particularly in Middle and Secondary phases, and promote accurate use of subject-specific vocabulary across all phases.
- •Expand students’ vocabulary and improve grammatical accuracy in English writing across all phases, while developing extended creative writing and reading comprehension, especially in Middle and Secondary phases.
- •Develop mental math skills in KG, promote independent problem-solving in Primary, and strengthen multi-step problem-solving and reasoning in mathematics in Middle and Secondary phases.
- •Improve students' ability to explain learning and draw conclusions in KG science, expand scientific vocabulary in Primary, and enhance skills in inquiry, data analysis, and scientific reasoning in Middle and Secondary phases.
- •Promote students’ ability to work independently, contribute equally in group tasks, make meaningful cross-subject connections, and strengthen their inquiry, research, and innovation skills, particularly in the higher grades.
- •Enhance the use of digital tools in early phases and minimize teacher talk to increase student engagement and independence, particularly in the upper phases.
- •Refine assessment practices with a focus on increasing the use of open-ended and higher-order thinking questions and improving consistency in marking and feedback.
- •Strengthen the rigor and accuracy of curriculum review to improve provision and raise outcomes in international assessments.
- •Refine curriculum modifications to ensure appropriate challenge for high-attaining and gifted students, increasing engagement of boys in Middle and Secondary phases, and broadening extracurricular opportunities in the lower phases.
- •Ensure that the Self-Evaluation Form is an evaluative, concise, and analytical document, clearly identifying all areas for development, and is closely linked with the School Development Plan.
- •Strengthen the monitoring of teaching and learning to ensure that monitoring is more focused on students' performance and achievement, especially in the upper phases.
- •Align daily teaching and curriculum planning with international assessment frameworks, using skill-based questions and modeled practice, and building a clear PIRLS-focused plan.