Al Dhafra Private Schools - MuwaijiPrincipal & Leadership TeamLast Updated: April 7, 2026

Al Dhafra Private Schools - Muwaiji is led by Principal Bassam Nabil Saryeddine, described in the 2024–25 inspection report as a new principal who is committed to integrating forward-thinking practices, critical thinking, collaboration, and global citizenship into the school's culture. The inspection notes that school leaders at all levels are aligned behind a shared improvement agenda, and that the senior leadership team has been rated Very Good for its effectiveness — a meaningful distinction in Al Ain's private school landscape. Governance, too, carries a Very Good rating, with inspectors confirming that governors have a positive impact on overall school performance. Parent partnerships are equally strong, also rated Very Good, supported by published parent testimonials and an active parent calendar.

The school employs 176 teachers supported by 26 teaching assistants, serving a roll of 1,957 students. This yields a calculated student-to-teacher ratio of approximately 1:11 — notably more favourable than the Abu Dhabi and Dubai private school average of 1:13.6, suggesting relatively strong staffing levels for a school of this size. Teacher nationalities are primarily Egyptian, Syrian, and Jordanian. [MISSING: staff qualification levels, percentage holding postgraduate degrees, and staff retention or turnover data]

Teaching quality has improved since the previous inspection cycle. Inspectors found that teaching for effective learning is rated Very Good in KG, Cycle 2, and Cycle 3, with Cycle 1 rated Good — an overall improvement from the prior year driven by a new performance management system and a targeted professional development programme. Assessment practice is rated Good across all phases, with inspectors noting a rigorous data-collection system in place, though they flag that this data is not yet being used consistently enough to differentiate lesson planning for higher- and lower-attaining students. This gap between data availability and classroom application remains one of the school's key development priorities.

The school's self-evaluation processes are rated Good, with inspectors commending the accuracy of the school's own judgements as closely aligned with inspection findings — a signal of leadership self-awareness and institutional honesty. However, school self-evaluation and improvement planning is rated Good rather than Very Good, indicating room to sharpen strategic planning. Resource provision, particularly digital resources, is identified as a current priority for improvement. The overall trajectory is positive: the school has improved its overall ADEK inspection rating from Good to Very Good in 2024–25, reflecting genuine progress under current leadership.