Al Ghaf Private School
Executive Summary
The overall quality of education provided by Al Ghaf Private School is rated as Acceptable for the 2023-2024 academic year. The school has shown improvement since the previous inspection, particularly in students' outcomes and teaching quality. Leaders have made a positive impact on most aspects of the school's performance.
Students' performance has improved in most subjects, with children in the Foundation Stage making Good progress in English, mathematics, and science. In Primary, progress has improved in science to Good and to Acceptable in Islamic Education, Arabic, and English. Students demonstrate strong personal development, positive behavior, and excellent attendance, contributing to an encouraging learning atmosphere.
Leadership has begun to transform the school, with the principal and senior leadership team effectively diagnosing areas for improvement. The provision in Foundation Stage is particularly strong, enabling children to settle quickly into good routines and learning behaviors. The school's inclusive nature is reflected in students' empathy and sensitivity towards others.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Ghaf Private School Overall Rating
Acceptable
Dubai Focus Areas
These three pillars represent the Dubai education authority's priorities: ensuring inclusive practices, prioritizing student wellbeing, and meeting UAE National Agenda targets.
The school demonstrates an acceptable provision and outcomes for Students of Determination. Leaders have recruited an experienced inclusion leader, and appropriate steps are taken to identify students of determination and those with English language learning needs. However, monitoring systems need improvement, and IEPs are not consistently delivered in Primary. Students of DeterminationIEPs
The overall quality of wellbeing provision and outcomes is acceptable. School leaders promote wellbeing principles, and staff and students understand the positive vision. The curriculum includes wellbeing themes, particularly successful in FS, and students appreciate their own and others' wellbeing. wellbeing principleswellbeing themes
Overall school standards in the National Agenda Parameter are weak. The school has not yet participated in international assessments, and benchmark assessment results have been weak. Teachers' understanding of reading literacy levels and the use of assessment data to inform planning are underdeveloped. international assessmentsreading literacybenchmark assessments
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Impact of School Leaders
The positive impact of school leaders on most aspects of the school’s performance, demonstrating a clear vision for improvement.
Foundation Stage Provision
The strong provision in Foundation Stage, which effectively enables children to settle into good routines and learning behaviours.
Student Behaviour & Attitudes
Students' positive behaviour and attitudes, fostering an encouraging and respectful learning atmosphere within the school.
Student Enthusiasm & Attendance
Students' enthusiasm for school and their excellent attendance, reflecting a positive engagement with their education.
Academic Performance Breakdown
Students’ performance has improved in most subjects across the school since the previous inspection.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal and senior leadership team have swiftly identified areas for improvement and implemented changes, leading to an improved standard of education. They foster a positive school culture where parents feel their children are treated 'as if they were their own'. The governing board provides strategic support and investment.
Inspection Findings
Students' Outcomes
Students' performance has improved in most subjects, with good progress in FS English, mathematics, and science, and improved progress in Primary science, Islamic Education, Arabic, and English. Attainment in English has improved to acceptable, though it remains weak in Islamic Education and Arabic. Students demonstrate good learning skills in FS and acceptable in Primary.
Personal Development
Students display positive attitudes and behavior, with excellent attendance and punctuality. They show empathy and respect for others. While they have an adequate understanding of Islamic values and Emirati culture, opportunities for innovation and entrepreneurial skills are limited, and knowledge of world cultures could be deepened.
Teaching Quality
Teaching has improved, particularly in FS where lessons are carefully planned. However, differentiation in Primary is inconsistent, and not all teachers effectively adapt teaching to meet diverse learning paces. Assessment use is variable, with external assessment information not strongly utilized, and independent learning skills remain underdeveloped in Primary.
Protection & Care
Comprehensive policies for safeguarding and child protection are in place, with all staff trained. The school is clean, well-maintained, and students are properly supervised. Positive relationships between staff and students, effective behavior management, and reliable identification systems for students of determination are strengths, though identification of more-able students is underdeveloped.
Areas for Development
- •Further improve progress and raise attainment in all subjects, particularly in Islamic Education and Arabic.
- •Ensure that all teachers and teaching assistants are properly trained to teach reading and promote English language acquisition.
- •Ensure that in all lessons teachers regularly check students’ learning to make certain that none are being left behind.
- •Make full use of assessment data to inform planning and ensure that learning activities are matched to students’ needs and abilities.
- •Implement a National Agenda action plan that is rooted in data and focused on improving students' benchmark test outcomes and literacy skills.
- •Strengthen wellbeing monitoring and assessment systems so that there is comprehensive information about the status of wellbeing across the school.
- •Provide more opportunities for students to initiate their own innovative and enterprising projects.
- •Introduce systems for identifying the needs of more-able students.
- •Provide the necessary training for middle leaders so that they are able to play a full part in the continuing drive for school improvement.