Al Minhaj Private School, following the MoE (UAE) curriculum, has maintained its overall Good rating since its previous inspection in 2022. The school demonstrates a stable commitment to quality education across all cycles, with particular strengths noted in students' progress in Arabic-medium subjects and their positive personal development.
Academically, students show consistent Good progress in Islamic Education and Arabic as a First Language across all phases. Significant improvements have been observed in Mathematics and Science in Cycle 3, with attainment rising to Good and progress reaching Very Good in some instances. Students' learning skills are consistently Good, reflecting effective collaboration and clear communication.
While strengths include effective leadership and strong parental engagement, areas for development focus on enhancing higher-order thinking skills, improving extended writing in English and Arabic, and strengthening curriculum adaptation for gifted students. The school is also working to improve its performance in international assessments like PISA and TIMSS.
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Minhaj Private School Overall Rating
Good for 2+ consecutive years
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students generally make good progress across most subjects, particularly in Arabic-medium subjects like Islamic Education and Arabic as a First Language. While internal assessments often indicate higher attainment, observed levels in English and Mathematics are acceptable, with notable improvements in higher cycles for Mathematics and Science. Arabic-medium subjectsMathematicsScience
Students demonstrate good personal development, positive attitudes, and a strong understanding of Islamic values and Emirati culture. They show self-discipline and respectful relationships. Social responsibility and innovation skills are acceptable, with students enjoying activities but rarely taking initiative in leadership or design. Islamic valuesEmirati culturepositive attitudes
Teaching for effective learning is consistently good across all cycles, characterized by purposeful and well-structured lessons. Assessment practices are coherent and comprehensive, utilizing a range of data. However, the consistent use of assessment information to plan learning and address individual needs varies across subjects. purposeful lessonscomprehensive assessment
Curriculum design is good in KG and cycles 1 and 2, showing clear progression, but is acceptable in Cycle 3 due to a greater emphasis on knowledge acquisition over skills development and narrow options. Curriculum adaptation is acceptable across all cycles, with appropriate modifications for most students, though opportunities for enhanced challenge are inconsistent. curriculum designcurriculum adaptation
Health and safety, including child protection and safeguarding, remain good with effective maintenance and monitoring. However, care and support have regressed to acceptable, highlighting a need for more systematic career guidance and inconsistent in-class provision for students of determination, despite appropriate identification systems. health and safetycare and supportstudents of determination
The effectiveness of leadership is good, providing clear strategic direction and stability, with middle leaders contributing effectively. While partnerships with parents and community are good, self-evaluation and improvement planning, along with governance, are acceptable, needing stronger analytical evaluation and impact on academic performance. strategic directionparental engagementself-evaluation
Standout achievements identified by the inspection team that distinguish this school.
Students consistently make good progress across most subjects, with particular strengths in Arabic-medium subjects.
Leaders articulate a clear vision and demonstrate a strong commitment to continuous improvement across the school.
Students exhibit positive attitudes, act responsibly, respect Islamic values and UAE heritage, fostering a safe and respectful environment.
Positive relationships and consistent behavior systems contribute to a safe, calm, and inclusive learning environment.
Parents and the wider community actively contribute to the school’s learning culture and support student development.
Attainment and progress in Mathematics and Science have improved significantly in Cycle 3, demonstrating deeper conceptual understanding.
Internal assessment data often indicates higher attainment than observed levels and external benchmark tests (ACER IBT, PISA, TIMSS) in several subjects, particularly Arabic and English.
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
The leadership team provides clear strategic direction and stability, fostering effective collaboration among middle leaders. While strong in managing resources and engaging parents, there is a need to enhance the analytical rigor of self-evaluation and strengthen the governing body's impact on academic outcomes.
Students demonstrate good progress across most subjects, particularly in Arabic-medium subjects. There are notable improvements in Mathematics and Science in higher cycles, though English writing and higher-order thinking skills require further development. External assessment results (ACER IBT, PISA, TIMSS) indicate areas for improvement compared to internal data.
Students exhibit good personal development, positive attitudes, and a strong understanding of Islamic values and Emirati culture. They show self-discipline and respectful relationships. Social responsibility and innovation skills are acceptable, with students enjoying activities but rarely taking initiative in leadership or design.
Teaching for effective learning is consistently good, with purposeful and well-structured lessons. Assessment processes are coherent and comprehensive, utilizing a range of internal and external data. However, the consistent use of assessment information to plan learning and address individual needs varies across subjects and grade levels.
Curriculum design is good in KG and cycles 1 and 2, showing clear progression, but is acceptable in Cycle 3 due to a greater emphasis on knowledge acquisition over skills development and narrow options. Curriculum adaptation is acceptable across all cycles, with appropriate modifications for most students, though opportunities for enhanced challenge are inconsistent.
Health and safety, including child protection and safeguarding, remain good. However, care and support have regressed to acceptable, reflecting a need for more systematic career and future education guidance, and inconsistent in-class provision for students of determination despite appropriate identification systems.