Al Mawahib British Private School

Al Mawahib British Private School follows the National Curriculum for England (NCfE) as its primary instructional framework, accredited by Cambridge International Education (CIE). The school's academic journey begins with the Early Years Foundation Stage (EYFS) at FS1 and FS2, transitions into the Cambridge Primary Programme for Years 1 to 6, and continues with the Cambridge Lower Secondary Programme for Years 7 to 9. Year 10 is now listed on the SPEA school profile, indicating an active extension of the school's offering, though public information on IGCSE subject choices and examination results for this cohort remains limited. In parallel, the Ministry of Education syllabus governs Arabic, Islamic Education, UAE Social Studies, and Moral Education across all year groups. The school's pedagogical approach emphasises play-based and inquiry-driven learning in the early years, transitioning to project-based and collaborative methods in primary, and more analytical, discussion-led learning in secondary. The EYFS framework at AMBPS is structured around seven areas of development - Communication and Language, Physical Development, Personal and Social and Emotional Development, Literacy, Mathematics, Understanding the World, and Expressive Arts and Design - with a strong emphasis on the Characteristics of Effective Learning: playing and exploring, active learning, and creating and thinking critically. Key Stage 1 prioritises daily phonics, literacy, and numeracy. Key Stage 2 introduces inquiry-based and leadership activities. Key Stage 3 broadens the curriculum to include Humanities, ICT, and a virtues-based character development strand alongside the Cambridge Lower Secondary subjects. On academic results, the SPEA inspection conducted in March 2024 provides the most granular picture available. Achievement in Islamic Education, Arabic (First Language), Arabic (Additional Language), and Social Studies was rated Good across all phases. Achievement in English, Mathematics, and Science was rated Acceptable across all three phases - meaning students are meeting minimum curriculum expectations but not exceeding them. SPEA inspectors noted that internal assessment data frequently overstated attainment compared to what was observed in lessons and student work, which is a governance and self-evaluation concern the school must address. External benchmarking tools used include Cambridge International Checkpoint, GL assessments, CAT4, TIMSS, PIRLS, IBT, TALA, Mubakkir, and ABT - a notably broad suite of benchmarking instruments that gives the school rich data if used rigorously. For SEN and inclusion, the SPEA inspection noted that the school had appointed an inclusion manager as part of its recovery plan, and there are 11 identified students of determination in the current cohort. However, inspectors flagged that early identification and support for SEN students remains an area for improvement, and that support for SEN students' progress in science was not always sufficient. The school's website references gifted and talented programmes and a growth mindset philosophy, but detailed provision structures are not publicly documented. There is no published data on university destinations, which is consistent with the school's current age range topping out at Year 10. Reading is described by the school as a major pillar of the curriculum, with students rewarded for reading effort and parents actively enlisted as co-educators in this area.