Al Manhal International Private School received an overall ADEK Irtiqa rating of Acceptable for the 2025-2026 academic year. This marks a regression in performance from the previous inspection in 2022, when the school was rated Good. The decline is attributed to a decrease in leadership effectiveness and the quality of teaching and learning across most areas.
Students' achievement has declined across most subjects and cycles, including Islamic Education, Arabic as a First Language, UAE Social Studies, English, and Science, all regressing from Good to Acceptable. Mathematics also declined in KG, Cycle 1, and Cycle 2, though it sustained a Good level in Cycle 3. A notable strength is the Outstanding attainment in Grade 12 national MoE examinations across all subjects.
While personal development remains Good, other key performance standards such as teaching and assessment, curriculum design and adaptation, protection, care, guidance, and support, and most aspects of leadership and management have also regressed to Acceptable. The school demonstrates commitment to national priorities and parental engagement, but requires significant improvements in teaching strategies, assessment practices, and the rigor of self-evaluation.
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Manhal International Private School Overall Rating
Acceptable
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement has regressed across most subjects and cycles, with attainment and progress declining from Good to Acceptable in Islamic Education, Arabic, UAE Social Studies, English, and Science. Mathematics also declined in KG, Cycle 1, and Cycle 2, but maintained a Good rating in Cycle 3. Grade 12 students consistently achieve Outstanding results in national MoE examinations. Outstanding results in Grade 12 MoE examsGood in Cycle 3 Mathematics
Personal development is rated Good across all cycles, supported by strong attendance and positive relationships. However, understanding of Islamic values, awareness of Emirati and world cultures, and social responsibility and innovation skills are rated Acceptable, with limited student initiative and creativity. High attendance ratesPositive relationships
Teaching for effective learning and assessment practices have both declined from Good to Acceptable. Lessons often rely on teacher-talk and closed questioning, with inconsistent differentiation, active learning, and use of technology. Assessment practices are developing but lack sufficient challenge, varied questioning, and effective formative strategies. Inconsistent differentiationDeveloping assessment practices
Curriculum design and implementation, and curriculum adaptation are both rated Acceptable. The curriculum aligns with MoE requirements but offers restricted pathways in Cycle 3 and limited subject options. Modifications are insufficient for diverse learners, and enrichment opportunities or links to Emirati culture are not fully integrated. MoE compliantLimited enrichment opportunities
Protection, care, guidance, and support for students have declined from Good to Acceptable. While a safe environment is provided, gaps exist in risk management, irregular fire drills, and weak dismissal procedures. Support for students of determination is in place but lacks consistent review and monitoring. Safe and caring environmentGaps in risk management
Leadership and management have regressed in effectiveness, self-evaluation, governance, and resources to Acceptable, though partnership with parents remains Good. Senior leaders set a vision aligned with national priorities, but middle leaders have limited opportunities for improvement. Self-evaluation lacks rigor, and resources are stretched. Good partnership with parentsLimited middle leader opportunities
Standout achievements identified by the inspection team that distinguish this school.
Students in Grade 12 consistently achieve Outstanding results across all subjects in the national MoE external examinations.
Students in Cycle 3 consistently achieve Good levels of attainment and progress in mathematics, sustaining its previous level.
Attendance rates are high across all cycles, supported by effective monitoring systems and regular communication with parents.
The curriculum is fully compliant with MoE requirements, ensuring appropriate time allocations and subject coverage.
The school has clear systems for managing behavior, which promote respect, discipline, and a positive atmosphere throughout the school.
Leadership and management have maintained a Good rating for partnership with parents and the community, fostering active engagement.
Overall, students' achievement has declined across most subjects and cycles since the previous inspection, with many subjects regressing from Good to Acceptable. While internal assessment data often indicates higher attainment, this does not align with observed knowledge and skills in lessons, or with external standardized and international assessment results which are frequently Weak or below international benchmarks. A significant strength is the consistent Outstanding attainment in Grade 12 national MoE examinations.
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Senior leaders articulate a vision aligned with national priorities, but the impact of leadership is hampered by limited opportunities for middle leaders, a lack of rigor in self-evaluation, and insufficient accountability systems. While parental engagement is strong, governance needs to establish formal appraisal systems, and resources are stretched.
Students' attainment and progress have regressed across most subjects and cycles, with a decline from Good to Acceptable. While Grade 12 MoE national examination results are Outstanding, overall students demonstrate limited ability to apply knowledge, explain reasoning, interpret data, or develop inquiry skills. Standardized and international assessment results are frequently Weak or below benchmarks.
Personal development is Good, characterized by strong attendance and positive relationships. However, students' understanding of Islamic values, awareness of Emirati and world cultures, and social responsibility and innovation skills are Acceptable, with limited initiative, creativity, and leadership opportunities.
Teaching for effective learning and assessment practices have declined to Acceptable. Lessons often rely on teacher-talk and closed questioning, with inconsistent differentiation, active learning, and use of technology. Assessment practices are developing but lack sufficient challenge, varied questioning, and effective formative strategies to inform planning.
Curriculum design and implementation, and curriculum adaptation are Acceptable. The curriculum is aligned with MoE requirements but offers restricted pathways in Cycle 3 and limited subject options. Modifications are insufficient to cater to diverse learners, and enrichment opportunities or links to Emirati culture and the wider UAE context are not fully integrated.
Protection, care, guidance, and support for students have declined to Acceptable. While the school provides a safe environment, there are gaps in risk management, irregular fire drills, and weak dismissal procedures. Support for students with additional learning needs, including students of determination, is in place but lacks consistent review and monitoring.