Ajyal International School - MBZ, a British curriculum school, has achieved an overall ADEK rating of Very Good in its latest inspection for the 2024-2025 academic year. This marks a significant improvement from its previous 'Good' rating in 2022, demonstrating the school's strong commitment to enhancing performance and student outcomes.
The school has shown notable improvements in students' achievement across both Arabic and English-medium subjects, with particular strengths in external examinations for Years 11-13 in Arabic, Islamic education, mathematics, and chemistry. The curriculum is well-structured, aligning with national and international standards from EYFS to A-level, and emphasizes discovery learning and cross-curricular connections.
Ajyal International School actively participates in international assessments like PISA, TIMSS, and PIRLS, with students consistently exceeding PISA targets in scientific, mathematical, and reading literacy. The school's systematic self-evaluation, comprehensive healthcare, and effective parental partnerships are key strengths contributing to its positive learning environment.
Outstanding
Very Good
Good
Acceptable
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Ajyal International School - Mbz Overall Rating
Very Good
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement has significantly improved, particularly in Arabic-medium subjects across various phases, and in English, mathematics, and science in Middle (Cycle 2). While some areas like mathematics and science in KG (Phase 1) showed regression, overall progress is strong, especially in international assessments where PISA targets were exceeded. PISA targetsArabic-medium subjectsEnglish-medium subjects
Students generally display positive attitudes, empathy, and social responsibility through school projects. Personal development is good in older phases, though attendance in KG (Phase 1) is inconsistent. Understanding of Islamic values, UAE heritage, and cultural diversity requires deeper development across all phases. positive attitudessocial responsibilityIslamic values
Teaching quality has improved in older phases (Middle and Secondary) to Very Good, while remaining Good in Primary (Cycle 1), though KG (Phase 1) regressed to Acceptable. Assessment practices are consistently Good across all phases, with strong subject knowledge and a comprehensive system, but consistency in feedback and challenging high-attainers needs improvement. teaching qualityassessment practicessubject knowledge
The curriculum is well-structured, aligning with EYFS to A-level standards, and promotes discovery learning and cross-curricular links. It adapts for EAL students and fosters creativity through STEM and arts, though opportunities for enterprise, innovation, and community engagement are limited. EYFS to A-leveldiscovery learningcross-curricular links
Health and safety measures are proactive and comprehensive, with well-maintained and inclusive facilities. The school provides strong care and support, including for students of determination, ensuring a safe and healthy learning environment across all phases. health and safetycare and supportstudents of determination
Leadership effectiveness, parental involvement, and self-evaluation are Very Good, with a strategic approach to improvement. Governance has improved to Good, and management, staffing, and resources are also Good, fostering a positive school culture despite a need for greater clarity in leadership roles. leadership effectivenessparental involvementself-evaluation
Standout achievements identified by the inspection team that distinguish this school.
Students demonstrate strong achievement in external examinations, particularly in Arabic, Islamic education, mathematics, and chemistry in Years 11-13, and English in Year 11.
Students across all phases exhibit positive attitudes towards learning and actively support their peers, fostering a collaborative and empathetic environment.
The school provides comprehensive healthcare and support services, ensuring the well-being and safety of students through proactive measures and inclusive facilities.
The school demonstrates a clear understanding of its strengths and areas for improvement, supported by systematic self-evaluation and ongoing review processes.
Effective partnerships with parents significantly enhance the school community, positively contributing to student outcomes and overall well-being.
Students consistently exceed international PISA targets in scientific, mathematical, and reading literacy, reflecting the school's strategic focus on global assessment outcomes.
Overall, students' achievement has improved significantly across Arabic-medium subjects and in English-medium subjects in Middle (Cycle 2). While some phases show consistent strength, others require targeted development to ensure sustained progress and attainment, particularly in areas where regression was noted.
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
The senior leadership team ensures accountability through data analysis, lesson observations, and staff reviews, fostering a positive school culture and supporting staff development. They have strategically improved self-evaluation and planning, and enhanced parental and community involvement, though greater clarity in leadership roles and consistency in teaching are needed.
Students' achievement has improved overall, particularly in Arabic and English-medium subjects, with strong performance in external examinations and PISA assessments. However, inconsistencies exist across phases and subjects, with some areas needing further development in Quranic reading and progress for low attainers.
Students demonstrate positive attitudes, social responsibility, and empathy. While personal development is good in older phases, attendance in KG (Phase 1) is inconsistent. A deeper understanding of Islamic values, UAE heritage, and cultural diversity is needed across all phases.
Teaching quality has improved in older phases, supported by strong subject knowledge and a comprehensive assessment system. However, consistency in feedback, self- and peer-assessment, and challenging high-attaining students needs further enhancement, particularly in KG (Phase 1).
The curriculum is well-structured, aligned with national and international standards (EYFS to A-level), and promotes discovery learning and cross-curricular connections. It is adapted for EAL students, but opportunities for enterprise, innovation, and broader community engagement are limited.
The school provides very good health and safety measures, including proactive checks and comprehensive risk assessments. Facilities are well-maintained and inclusive, ensuring strong care and support for all students, including those with special educational needs.