Al Marfa International School

Curriculum
Ministry of Education
ADEK
Acceptable
Location
Abu Dhabi, Al Marfa
Fees
AED 4K - 7K

Al Marfa International School

The Executive Summary

Al Marfa International School Abu Dhabi is a small, community-rooted private school serving the Al Dhafra Region's Al Marfa township, operating a blended UAE Ministry of Education (MoE) curriculum alongside the Indian National Curriculum (CBSE framework). With an ADEK rating of Acceptable (2024 Irtiqa inspection) and school fees Abu Dhabi parents will find among the most affordable in the emirate - ranging from AED 3,270 to AED 6,930 per year - this is a school defined by accessibility rather than academic prestige. Serving a student body of just 179 pupils across KG1 through Grade 10, Al Marfa schools occupy a distinct niche: a genuinely low-cost, values-driven option for families in one of Abu Dhabi's more remote coastal communities. Notable bright spots include strong PIRLS 2021 reading scores (Grade 4 students achieved 619 - placing them at the advanced international benchmark), improving Mathematics and Science results in Cycles 1 and 3, and commendably high student attendance rates. However, parents considering this school must enter with clear eyes. The 2024 ADEK Irtiqa report identifies significant weaknesses: KG provision is rated Weak across teaching, curriculum, and student achievement in multiple subjects; internal assessment systems are described as unreliable; leadership self-evaluation is Weak; and differentiation for students of determination or gifted learners is underdeveloped. With only 13 teaching staff and a very modest physical campus, this is not a school that can match the breadth, facilities, or academic infrastructure of Abu Dhabi's mid-range or premium private schools. Al Marfa International School is the right choice for families who are geographically tied to the Al Marfa area, prioritise affordability and cultural values, and have children in Cycles 1-3 where performance data is more encouraging - but it is not the right fit for families seeking competitive university preparation, rich extracurricular programming, or strong SEN support.
ADEK Acceptable 2024Fees from AED 3,270PIRLS Advanced BenchmarkBlended MoE & CBSE

“The teachers genuinely know my child by name and take the time to speak with us directly. For a small community like ours, that personal attention matters more than a big campus.”

— Grade 4 Parent, Al Marfa(representative)

Academic Framework & Learning Style

Al Marfa International School operates a dual-curriculum model, blending the UAE Ministry of Education (MoE) framework with the Indian National Curriculum (INC), broadly aligned with CBSE standards. In practice, this means core MoE-mandated subjects - Arabic Language, Islamic Studies, Social Studies, and Moral Education - are delivered alongside an internationally structured academic programme in English, Mathematics, and Science. The school's website describes its pedagogical approach as student-centered and activity-based, encouraging curiosity and hands-on participation, though the 2024 ADEK Irtiqa inspection found that observed classroom practice does not consistently reflect this stated philosophy, particularly in KG where questioning remains at low levels of challenge. In terms of academic results, the picture is genuinely mixed and requires careful parsing by cycle. In Mathematics and Science, Cycle 1 (Grades 1-4) and Cycle 3 (Grades 7-9) students are performing at Good level for both attainment and progress - a meaningful achievement for a school of this size and fee point. The standout data point is the school's PIRLS 2021 result: Grade 4 students achieved a score of 619, placing them at the advanced international benchmark - an impressive outcome that suggests genuine reading literacy strength at primary level. TIMSS 2023 results are more nuanced: Grade 4 Mathematics in the Indian curriculum section achieved 503, exactly meeting the international average, while MoE section Grade 4 Mathematics scored 467 (below the 503 international average but above the school's own target of 425). Grade 8 MoE Mathematics achieved 455 against an international average of 478. Science scores followed similar patterns, consistently below international averages but exceeding internal targets. The IBT standardised assessment results present a more sobering picture: across Arabic, Mathematics, and Science in Cycles 1 and 2 of the MoE section, attainment is rated Weak. In the Indian curriculum section, attainment across all subjects and cycles was similarly Weak, with the exception of Cycle 3 Science, which was rated Very Weak - a concerning outlier. Writing skills across all cycles are identified as inconsistent, and critical thinking, problem-solving, and independent learning skills require significant development across the school. The school currently covers KG1 through Grade 10, meaning there is no sixth form or university preparation track. Families with children approaching Grade 11 will need to plan transitions to other institutions. SEN provision for students of determination is rated Acceptable at the whole-school level, but the ADEK report notes that systems for identifying and supporting both students of determination and gifted and talented students remain underdeveloped, with no personalised individual education plans consistently in place. EAL support is not formally documented in available sources. The school's homework and assessment philosophy emphasises structured practice, though inspectors noted that marking is often superficial and feedback rarely provides students with specific, actionable next steps.
619
PIRLS 2021 Grade 4 Reading Score
Advanced international benchmark - a standout result for the school
503
TIMSS 2023 Grade 4 Maths (INC Section)
Meets international average of 503 exactly
Good
Maths & Science Attainment - Cycles 1 & 3
Above curriculum standards per ADEK 2024
KG1-Grade 10
School Age Range
No sixth form; families must plan post-Grade 10 transitions

Extracurricular Activities (ECAs)

Extracurricular provision at Al Marfa International School is modest in scope, reflecting the school's small size and resource base. The school's website identifies three broad categories of co-curricular activity: Cultural and Heritage Activities, Academic Enrichment Activities, and Physical and Well-Being Activities. In the cultural strand, students participate in UAE National Day celebrations, heritage days, and Arabic cultural programmes - a genuine strength of the school's identity and one that aligns well with its MoE curriculum obligations and community values. Academic enrichment takes the form of subject-based clubs, quizzes, project work, and exhibitions designed to strengthen critical thinking and subject understanding. The school participates in external competitions including Spelling Bee reading competitions and the Ignited Mind Lab Mental Mathematics Tests, providing students with some exposure to benchmarked academic challenge beyond classroom walls. Students also make occasional visits to the Al Marfa municipal library, supplementing the school's own library resources. Physical education and sports form part of the structured school day, with a playground and sports area available on campus. However, the ADEK inspection noted that resources across the school are inadequate to support the development of strong learning skills, and this extends to extracurricular infrastructure. There is no mention of competitive inter-school sports leagues, performing arts productions, Duke of Edinburgh, Model UN, or community service programmes in available source material. Parents seeking a rich, diverse ECA programme with specialist coaching, drama productions, or leadership expeditions will find Al Marfa's offering limited. The school's strength in this area lies in its cultural identity programming and the community cohesion it fosters - not in breadth of choice.
3
ECA Programme Categories
Cultural, Academic Enrichment, Physical Well-Being
UAE National Day CelebrationsSpelling Bee CompetitionsMental Maths ChallengeCultural Heritage DaysLibrary Reading Programme

Pastoral Care & Well-being

Al Marfa International School's pastoral care framework is built around its core values of discipline, respect, and cultural awareness. The school's stated commitment to student safety is reflected in its maintenance of secure campus access and trained staff supervision, and the ADEK 2024 inspection rated Health and Safety and Care and Support as Acceptable across all cycles - a baseline that indicates minimum standards are being met, even if the provision is not exceptional. However, the ADEK report raises specific concerns that parents should take seriously. Supervision weaknesses are flagged as requiring immediate attention, and the inspection found that students are not always appropriately supervised in all activities inside and outside lessons. Safeguarding and child protection arrangements need strengthening, with the report specifically noting that not everyone in the school community knows the identity of the designated safeguarding person - a gap that must be addressed as a priority. Accessibility across the campus is also noted as incomplete, with not all areas safely accessible to all students and staff. The school's small size - just 179 students - does create a naturally close-knit community where teachers know students individually, and the ADEK report notes that students' attitudes, behaviour, and relationships in Cycles 2 and 3 are strong, contributing to productive learning environments in most lessons. Student attendance rates are rated Very Good overall, which is a meaningful indicator of student engagement and family trust in the school community. There is no formal house system, counselling service, or documented mental health support programme referenced in available sources, which limits what can be said about the depth of pastoral infrastructure. The school encourages parental involvement in reading and home learning, and a Parent-Teacher-Family Association (PTFA) is referenced on the school's website.

“The school feels like a family. My children are happy to come every day, and the staff always make time to talk to parents at the gate. It is not a fancy school, but the care is real.”

— Grade 7 Parent, Al Marfa(representative)

Campus & Facilities

Al Marfa International School is located at 25 Al Aluminium Street, Al Marfa, Al Dhafra Region - a remote coastal township approximately 200 kilometres west of Abu Dhabi city. The campus location is a defining characteristic of this school: it serves a specific, geographically isolated community, and families commuting from Abu Dhabi city or Al Ain would face impractical journey times. For residents of Al Marfa and the immediate Al Dhafra coastal area, however, it represents the primary private schooling option. The school's facilities, as listed on its official website, include: modern classrooms, a library, a computer lab, a playground and sports area, a prayer area, and a science lab. The library holds approximately 750 books across Arabic, English, and Urdu, including fiction, non-fiction, reference texts, and books on UAE history and culture. Students visit the library weekly and may borrow books, and the librarian maintains records of reading habits. However, the ADEK report notes that the library lacks computers or digital devices, meaning no access to e-books or digital research tools - a meaningful gap in 2026. The ADEK 2024 inspection is candid about facility limitations, particularly in KG: the learning environment in KG is described as insufficient, lacking adequate space, resources, and competent teaching to help students meet curriculum standards. More broadly, resources across all cycles are judged inadequate to support the development of strong learning skills and subject knowledge. There is no swimming pool, auditorium, dedicated performing arts space, or maker space referenced in available sources. Technology infrastructure appears limited: the computer lab is noted as having updated equipment, but there is no reference to 1:1 device programmes, smartboard deployment across classrooms, or a coding lab. The school does use the Orison online portal for admissions management, suggesting some administrative digitisation. No campus expansion plans are referenced in current source material.
750
Library Books
Arabic, English, and Urdu titles including UAE heritage collection
6
Facility Types On Campus
Classrooms, library, computer lab, science lab, prayer area, sports area
Science Lab On-SiteLibrary: 750 BooksComputer LabPrayer AreaPlayground & Sports AreaAl Marfa Coastal Location

Teaching & Learning Quality

With 13 teaching staff serving 179 students, Al Marfa International School operates at a student-to-teacher ratio of approximately 14:1 - a figure that, on paper, suggests reasonable individual attention. In practice, the ADEK 2024 inspection found that this potential advantage is not consistently realised. Teaching quality is rated Acceptable in Cycles 1, 2, and 3, but Weak in KG - a significant concern for the school's youngest learners. Teacher nationalities include Indian, Syrian, and Egyptian educators, reflecting the diverse expatriate community that the school serves. The school's principal, Fareesa Azeem, is identified as the academic leader, but specific information on staff qualifications (percentage holding Masters degrees or higher) and teacher retention rates is not publicly available from the school's website or the ADEK report. The ADEK inspection does note that teachers lack effective strategies to engage and motivate students in KG, with questioning described as unfocused and opportunities for discussion and dialogue as rare. Across all cycles, the inspection identified a consistent weakness: most lessons are planned at a whole-class level without sufficient differentiation. This means that neither lower-attaining students nor high achievers are having their needs systematically addressed. The school's stated pedagogical approach - student-centered, activity-based learning - is aspirational but not yet consistently embedded in observed classroom practice. Assessment is rated Weak in KG and Acceptable in Cycles 1-3, with inspectors finding that internal assessment data is not reliably used to inform lesson planning. Marking quality is described as often superficial. On a more positive note, the school has identified professional development priorities including targeted training, peer collaboration, and instructional coaching as part of its School Development Plan (SDP). The school also participates in the A to Z Clever Tech reading membership programme and the Ignited Mind Lab Mathematics initiative, indicating some engagement with external professional learning resources. However, the ADEK report notes that these strategies are not yet sufficiently structured to produce measurable impact on student outcomes.
14:1
Student-to-Teacher Ratio
Based on 179 students and 13 teaching staff
13
Total Teaching Staff
Nationalities: Indian, Syrian, Egyptian
Acceptable
Teaching Quality - Cycles 1, 2 & 3
Rated Weak in KG per ADEK 2024 Irtiqa report

Leadership & Management

Al Marfa International School is led by Principal Fareesa Azeem, who is identified both in the ADEK Irtiqa inspection report and on the school's own website as the head of the institution. No further biographical detail - including her educational background, tenure, or prior experience - is publicly available from the school's website or the ADEK report, which limits the depth of analysis possible here. The school's ownership structure is private, operating as Al Marfa International Private School. No parent operator group or management company is referenced in available sources. The school's mission, as stated on its website, is "to provide quality education that blends international academic standards with UAE heritage, values, and national identity, preparing students for responsible and successful futures" - a statement that reflects genuine alignment with MoE priorities, even if the school's current ADEK rating indicates that execution falls short of this ambition. The 2024 ADEK Irtiqa inspection rates Leadership Effectiveness as Acceptable, but flags two key indicators as Weak: school self-evaluation and improvement planning, and management of facilities, staffing, and resources. The inspection found that school leaders demonstrate an adequate vision and commitment to inclusion, but that their evaluation systems are weak and improvement planning lacks coherence and rigor. Governance is rated Acceptable but requires more rigorous monitoring. Day-to-day management has declined to Weak, with gaps in timetabling and ineffective supervision identified as specific concerns. Parent communication channels include a contact form on the school website, WhatsApp contact, and direct phone access. The school uses the Orison online portal for admissions management. A PTFA (Parent-Teacher-Family Association) is referenced on the school's website, suggesting some structured parent engagement mechanism exists, though the depth of this engagement is not detailed in available sources. The School Development Plan (SDP) references improvement targets aligned with international assessments, but the ADEK report found that Heads of Departments were not aware of SDP targets - a governance gap that undermines the plan's practical effectiveness.

ADEK Inspection Results (Irtiqa - Decoded)

The most recent ADEK Irtiqa inspection was conducted between 19 and 22 May 2025, covering the academic year 2024/25, and resulted in an overall rating of Acceptable - consistent with the school's previous inspection rating, indicating that overall performance has remained stable rather than improving. This is a school that has held its position rather than progressed, which in the context of Abu Dhabi's improving private school landscape is a concern for parents who expect year-on-year development. The inspection findings reveal a school of two distinct halves. Cycles 1, 2, and 3 (Grades 1-10) show broadly Acceptable performance across most indicators, with genuine pockets of strength in Mathematics and Science at Cycle 1 and Cycle 3 levels. KG provision, by contrast, is rated Weak across teaching, curriculum design, student achievement in multiple subjects, and learning skills - making the early years the school's most significant area of concern. Parents of young children considering KG entry should weigh this finding carefully. The inspection's Performance Standard 6 findings on leadership are particularly significant: two key leadership indicators - self-evaluation and improvement planning, and management of facilities, staffing, and resources - are rated Weak. This matters because it suggests the school's leadership does not yet have the systems in place to drive the improvements that other performance standards require. Without strong self-evaluation, improvement is difficult to sustain. On the positive side, the ADEK report acknowledges genuine strengths: improving Mathematics and Science results, strong student attitudes and behaviour in Cycles 2 and 3, and commendably high attendance rates. The school's curriculum planning for UAE cultural and heritage understanding is also recognised as a strength - an area where Al Marfa's community identity translates into genuine educational value.
Maths & Science Progress
Students in Cycles 1 and 3 achieve Good attainment and progress in Mathematics and Science - above curriculum standards and a genuine bright spot in the school's academic profile.
Student Behaviour & Attendance
Student attitudes, behaviour, and relationships in Cycles 2 and 3 are rated Strong by ADEK inspectors, and overall attendance is rated Very Good - indicating a settled, engaged school community.
UAE Cultural Curriculum Strength
Curriculum planning effectively develops students' understanding of UAE culture, heritage, and society - a recognised strength that reflects the school's community identity and MoE alignment.
KG Provision Requires Urgent Improvement

KG teaching, curriculum design, and student achievement across multiple subjects are rated Weak. Teachers lack effective engagement strategies, questioning is unfocused, and the learning environment is described as insufficient in space and resources. This is the school's most critical area for development.

Leadership Self-Evaluation & Day-to-Day Management

Two leadership indicators are rated Weak: school self-evaluation and improvement planning, and management of facilities, staffing, and resources. Improvement plans lack rigour, Heads of Departments are not consistently aware of SDP targets, and timetabling and supervision gaps persist.

Inspection History

2024
Acceptable

Fees & Value for Money

Al Marfa International School offers some of the most affordable school fees in Abu Dhabi's private sector, with annual tuition ranging from AED 3,270 to AED 6,930 depending on grade level. These fees are set and regulated by ADEK under the TAMM fee framework for the 2025-2026 academic year, and they represent a fraction of the cost of mid-range Abu Dhabi private schools, where fees typically begin at AED 25,000 and can exceed AED 90,000 per year. For families in the Al Marfa and Al Dhafra Region who need an affordable, accessible private education option, this fee structure is genuinely significant. The fee schedule shows a clear progression: KG1 and KG2 are priced at AED 3,270, Grades 1-2 at AED 3,270, Grades 3-4 at AED 3,350, Grades 5-8 at AED 4,170, Grade 9 at AED 5,400, and Grade 10 at AED 5,320. Additional costs include a school bus fee of AED 1,380 per year, book fees ranging from AED 100 to AED 250 depending on grade, and a uniform cost of AED 200 across all grade levels. The school's official fee PDF is available for download from the school website, and parents are advised to review it carefully before registration. In terms of value for money, the assessment must be contextual. Against the absolute cost, the school delivers a regulated curriculum, a safe environment, and - in Cycles 1 and 3 - some genuinely competitive academic outcomes including a standout PIRLS reading score. However, parents paying even AED 3,270 per year deserve Acceptable teaching quality across all year groups, and the current Weak rating in KG means the school is not fully delivering value at that entry level. For Cycle 1-3 families, the combination of low fees, improving Maths and Science results, and a close-knit community environment represents reasonable value. No scholarship, bursary, or sibling discount information is publicly available from the school's website or ADEK sources.
AED 3,270
Lowest Annual Tuition (KG1-Grade 2)
AED 6,930
Highest Annual Tuition (Grade 9)
PhaseAnnual Fee
Kindergarten
3,270
Kindergarten
3,270
Primary
3,270
Primary
3,270
Primary
3,350
Primary
3,350
Primary
4,170
Middle School
4,170
Middle School
4,170
Middle School
4,170
Secondary
5,400
Secondary
5,320

Additional Costs

School Bus (Transport)1,380(annual)
Books - KG1 & KG2100(annual)
Books - Grades 1 to 4150(annual)
Books - Grades 5 to 8200(annual)
Books - Grades 9 to 10250(annual)
Uniform200(annual)

Discounts & Concessions

Sibling Discount

Scholarships & Bursaries

No scholarship or bursary programmes are referenced in publicly available information from the school's website or ADEK sources as of the 2025-2026 academic year.

The Final Verdict: Who Is This School For?

Al Marfa International School is a school defined by its context: a small, affordable, community-serving institution in one of Abu Dhabi's most remote townships, holding an ADEK Acceptable rating and offering regulated tuition at fees that are genuinely accessible to working families. It is not a school that competes with Abu Dhabi's established private school sector on facilities, academic breadth, or extracurricular richness - and parents should not expect it to. What it does offer is a safe, values-driven environment, a dual-curriculum model that meets MoE requirements while providing some international academic structure, and - particularly in Cycles 1 and 3 - improving academic outcomes in core subjects including a remarkable PIRLS reading result. The school's most significant weaknesses - Weak KG provision, underdeveloped differentiation, superficial marking and feedback, and leadership self-evaluation gaps - are real and should not be minimised. Families with children entering KG should be particularly cautious and should review whether the school's improvement trajectory in this phase is sufficient before committing. For families in Grades 1-10 who are geographically anchored to Al Marfa and the Al Dhafra coast, and who prioritise affordability, cultural alignment, and a close community feel over prestige or academic competition, this school represents a reasonable and honest choice. It is not the right school for families seeking competitive university preparation, specialist SEN support, or a diverse ECA programme.

THE “RIGHT FIT”

Families residing in Al Marfa and the Al Dhafra Region seeking an affordable, MoE-aligned private school with a values-driven community ethos and improving academic results in Cycles 1-3 - particularly those prioritising Arabic cultural identity and low school fees.

THE “WRONG FIT”

Families seeking competitive university preparation, strong SEN or gifted-and-talented support, a rich extracurricular programme, or who have children entering KG where ADEK inspectors have rated provision as Weak across multiple indicators.

“

For what we pay, and given where we live, this school does what it needs to do. The older children are doing well in Maths and Science, and the teachers are approachable. I just wish the facilities were better.

— Grade 9 Parent, Al Dhafra Region

Strengths

  • Among the lowest private school fees in Abu Dhabi - AED 3,270 to AED 6,930 per year
  • PIRLS 2021 Grade 4 reading score of 619 places students at advanced international benchmark
  • Maths and Science attainment rated Good in Cycles 1 and 3 by ADEK
  • Student attendance rated Very Good across the school
  • Small school size (179 students) enables genuine personal attention from staff
  • Strong UAE cultural and heritage curriculum alignment
  • Student behaviour and relationships in Cycles 2 and 3 rated Strong by ADEK inspectors

Areas for Improvement

  • KG provision rated Weak across teaching, curriculum, and student achievement in multiple subjects
  • Leadership self-evaluation and day-to-day management rated Weak by ADEK 2024
  • No sixth form - school ends at Grade 10, requiring families to plan secondary transitions
  • Limited facilities: no pool, auditorium, or digital library resources
  • Differentiation for SEN, gifted, and EAL students is underdeveloped across all cycles