Al Eman Private School
Executive Summary
Al Eman Private School has maintained its overall performance judgment of Good in the latest ADEK Irtiqa inspection for the 2024-2025 academic year. The school follows the UAE Ministry of Education (MoE) curriculum and demonstrates a commitment to providing a comprehensive education.
The inspection highlights overall improvement in English-medium subjects, with English achievement improving to Good across all phases. Progress in Mathematics and Science has also seen improvements in specific phases, reaching Very Good. Arabic-medium subjects have largely remained stable at a Good level, with some improvements noted in Arabic as a first language in Phase 4. Students' learning skills are consistently rated as Good across all phases, reflecting active engagement and collaborative abilities.
While teaching remains Good, assessment practices have regressed to Acceptable, relying heavily on knowledge-based tasks and lacking critical thinking opportunities. Care and support for students, particularly those of determination, also regressed to Acceptable due to low identification rates and insufficient in-school support. Leadership and management indicators, including effectiveness and self-evaluation, have also regressed to Acceptable, necessitating urgent attention to strengthen accountability and impact on school improvement.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Eman Private School Overall Rating
Good
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement is rated as Good overall, with improvements in English, Mathematics, and Science across various phases. Arabic-medium subjects have maintained a good level. However, internal assessment data sometimes overestimates attainment compared to observed classroom skills, and external assessment results in PISA and PIRLS remain below international benchmarks. EnglishMathematicsScienceArabicPISAPIRLS
Students demonstrate good personal development, exhibiting positive attitudes, respectful behavior, and strong understanding of Islamic values and Emirati culture. They engage actively in school activities and maintain positive relationships. However, social responsibility and innovation skills are rated as Acceptable across all phases, indicating areas for further development. Islamic valuesEmirati culturesocial responsibilityinnovation skills
Teaching for effective learning is consistently Good across all phases, reflecting strong pedagogical practices. However, assessment practices have regressed to Acceptable, characterized by an over-reliance on knowledge-based tasks, limited opportunities for critical thinking, and inconsistent feedback that hinders student understanding of improvement areas. teachingassessment practicescritical thinkingfeedback
Curriculum adaptation is Good across all phases, ensuring relevance and responsiveness to student needs. Curriculum design and implementation, however, are rated Acceptable in KG, Cycle 1, Cycle 2, and Cycle 3, with particular weaknesses in KG mathematics and science, which do not adequately prepare students for subsequent stages. Phase 4's curriculum design is rated Good. curriculum adaptationcurriculum designKG curriculum
Health and safety measures, including child protection and safeguarding arrangements, are rated Good. However, the overall care and support provided to students have regressed to Acceptable. This decline is primarily due to a low identification rate of students of determination and a lack of in-school support services for students with additional learning needs. health and safetysafeguardingcare and supportstudents of determination
Leadership effectiveness, self-evaluation, governance, and management have all regressed to Acceptable, while partnerships with parents remain Good. Leaders demonstrate a solid understanding of teaching strategies but show less developed grasp of effective assessment practices. There is an urgent need to prioritize enhancements in teaching, learning, and assessment, with a focus on strengthening accountability. leadership effectivenessself-evaluationgovernanceassessment practicesaccountability
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Clear Policies
The school has clear policies for all staff and students, covering child protection, cultural considerations, and cybersecurity, ensuring a safe and well-regulated environment.
Student & Teacher Welfare
A continually enriched welfare program supports the well-being and development of both students and teachers, fostering a positive school community.
Strong Parent Partnerships
The school maintains strong partnerships with parents, who actively support school initiatives and student learning, contributing to a collaborative educational journey.
Positive Relationships
Students and teachers maintain positive relationships, creating a supportive and respectful environment throughout the school community.
Active Reading Initiatives
The school actively promotes reading through initiatives like the 'First Five Minutes of Class' daily reading project, enrichment classes, and participation in external competitions.
Improved English Achievement
Achievement in English has improved from Acceptable to Good across all phases, driven by efforts to enhance students' skills and foster higher-order thinking abilities.
Academic Performance Breakdown
Overall achievement in Arabic-medium subjects has remained steady, with some improvement in specific phases. English-medium subjects have shown overall improvement, with progress in Mathematics and Science notably improving to Very Good in Cycles 2 and 3.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leaders demonstrate a solid understanding of teaching strategies but their grasp of effective assessment practices is less developed. Recent efforts, including increased resources and targeted recruitment, aim to improve achievement, but their impact on student outcomes has yet to materialize. There is an urgent need for all leadership levels to prioritize enhancements in teaching, learning, and assessment practices and foster a culture of accountability.
Inspection Findings
Students' Achievement
Most students attain levels above curriculum standards in Islamic Education, Arabic, Social Studies, English, Mathematics, and Science. However, internal assessment data does not always align with observed skills, and external assessments like PISA and PIRLS show results below international benchmarks. Progress for high-attaining students in some cycles needs acceleration.
Personal & Social Development
Students consistently exhibit positive attitudes and behavior, showing responsiveness to teachers and understanding of classroom routines. They demonstrate a good understanding of Islamic values and appreciation for UAE culture. However, social responsibility and innovation skills are rated as Acceptable across all phases, indicating areas for improvement in student leadership and initiative.
Teaching & Assessment
Teaching for effective learning is Good across all phases, with teachers actively engaging students. However, assessment has regressed to Acceptable, relying heavily on knowledge-based tasks that limit critical thinking. Feedback on student work is inconsistent and lacks depth, hindering students' understanding of how to improve.
Curriculum Design & Adaptation
Curriculum adaptation is Good across all phases, ensuring relevance. However, curriculum design and implementation are Acceptable in KG, Cycle 1, Cycle 2, and Cycle 3, with particular weaknesses in KG mathematics and science. The planned curriculum generally supports continuity, especially in Phase 4, but needs more robust development in earlier stages and greater integration of cross-curricular links.
Protection, Care & Support
Health and safety measures, including child protection and safeguarding, are Good. However, care and support for students have regressed to Acceptable. This is attributed to a low identification rate of students of determination (2.95%) and a lack of in-school support services (ISSS) for students with additional learning needs, limiting personalized support.
Areas for Development
- •Enhance students' achievements to consistent very good by differentiating learning activities, using assessment data effectively, providing more hands-on inquiry-based activities, and improving opportunities for extended writing across all phases.
- •Improve curriculum design and delivery to meet the needs of all learners by reviewing the curriculum for greater continuity and progression (especially KG to Cycle 1), incorporating more meaningful cross-curricular links, expanding curriculum choices in Cycle 3, and integrating opportunities for entrepreneurial, research, and innovation skills.
- •Enhance support and/or challenge to accelerate progress of all groups of students by providing appropriate differentiated support strategies, training teachers in responsive teaching strategies, expanding challenge for high-attaining students, and offering additional enrichment opportunities for gifted and talented students.
- •Strengthen leadership accountability and impact on school improvement by establishing more robust self-evaluation processes, providing targeted professional development for middle leaders, reviewing and monitoring the effectiveness of school development plans, and fostering a culture of accountability focused on measurable student outcomes.