Al Murooj Scientific Private School
Executive Summary
Al Murooj Scientific Private School maintains an overall ADEK Irtiqa rating of Acceptable for the 2024-2025 academic year. The school has shown notable improvements in English-medium subjects, with some phases progressing and none regressing, contributing to enhanced learning skills across Cycles 2 and 3. However, Arabic-medium subjects have largely remained unchanged or declined in certain phases.
The school actively benchmarks student attainment against international standards through participation in PIRLS, TIMSS, and PISA assessments, with some areas exceeding targets, particularly in Year 5 Mathematics and Year 9 Science. Strengths include well-developed learning skills in higher phases, a clear understanding of Islamic values and Emirati culture, and effective safeguarding protocols. Leadership and management have also shown improvement, ensuring a clear strategic direction.
Despite these strengths, areas for development include raising achievement, teaching, and assessment to at least a Good level, improving performance in international assessments through enhanced critical thinking and test-taking strategies, and elevating the level of inclusivity for students with additional learning needs. Leadership also needs to strengthen subject leaders' understanding of their responsibilities and improve self-evaluation systems.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Murooj Scientific Private School Overall Rating
Acceptable for 2+ consecutive years
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement in English-medium subjects has improved, with Mathematics and Science showing significant progress in higher phases, reflected in strong IGCSE results. However, Arabic-medium subjects have largely remained Acceptable or declined. Overall, learning skills have improved in Cycles 2 and 3. English-medium subjectsMathematicsScienceIGCSE
Students' personal development is Acceptable, showing a developing sense of responsibility. Understanding of Islamic values and Emirati/world cultures is Good. Social responsibility and innovation skills are Acceptable in KG/Primary and Good in Middle/Secondary, with increasing participation in conservation initiatives. Islamic valuesEmirati culturesocial responsibility
Teaching for effective learning has improved to Good in Primary, Middle, and Secondary phases, with teachers applying subject knowledge effectively. However, differentiated instruction remains an area for development. Assessment practices are Acceptable, adequately tracking progress, but assessment tasks need better alignment with learning objectives. differentiated instructionassessment practices
Curriculum design, implementation, and adaptation are Acceptable, with adequate clarity and development of knowledge and skills. Continuity and progression are evident across phases, and programs promote UAE heritage. However, opportunities for enterprise and innovation could be expanded. UAE heritageenterprise and innovation
Health and safety, including child protection and safeguarding policies, are Good, with staff well-versed in procedures. Care and support are also Good, but support for students of determination and gifted/talented students is not always accurately matched to needs. Well-being initiatives need a more structured approach. safeguardingchild protectionstudents of determination
The effectiveness of leadership has improved to Good, with leaders setting a clear strategic direction. However, overall Leadership and Management remain Acceptable in most elements. Self-evaluation is inconsistently used, and governance is proactively working to improve SEF systems and influence school direction. strategic directionSelf-evaluationgovernance
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved English-Medium Achievement
Students' achievement in English, Mathematics, and Science has shown overall improvement, particularly in higher phases, leading to strong IGCSE results.
Strong Learning Skills
Students in Cycles 2 and 3 exhibit well-developed learning skills, enabling effective collaboration and clear communication of their learning.
Cultural & Islamic Values
Students across all phases demonstrate a clear understanding of Islamic values and a strong awareness of Emirati culture and heritage.
Effective Safeguarding
Student safety is a priority, supported by well-established and effective safeguarding protocols, including comprehensive child protection measures.
Positive Staff-Student Relations
Positive and supportive relationships between staff and students are evident throughout the school, fostering a conducive learning environment.
Clear Strategic Leadership
Leaders at all levels, including the principal, provide a clear strategic direction and promote a shared vision across the school community.
Academic Performance Breakdown
Overall, students' achievement in English-medium subjects has shown improvement across phases, with some subjects reaching Good and Very Good ratings, especially in higher cycles. However, achievement in Arabic-medium subjects remains largely Acceptable or Good, with internal assessment data sometimes not aligning with observed knowledge and skills. There is a need to strengthen problem-solving skills and support for students with additional learning needs across all subjects.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leadership and management have improved to Good in effectiveness, with a clear strategic direction and shared vision. However, self-evaluation, parent engagement, governance, and resource management remain Acceptable, indicating areas for further development in consistency and proactive influence.
Inspection Findings
Students' Achievement
Students' achievement in English, Mathematics, and Science has improved across phases, with strong IGCSE and A-Level results. However, Arabic-medium subjects show mixed performance, and internal assessment data for Islamic Education and Arabic often overstate actual attainment. Problem-solving skills and support for diverse learners need strengthening.
Personal & Social Development
Students demonstrate Acceptable personal development and Good understanding of Islamic values and Emirati culture. Social responsibility and innovation skills are Acceptable in KG/Primary and Good in Middle/Secondary, with growing participation in environmental initiatives. There is a developing sense of responsibility and self-reliance.
Teaching & Assessment
Teaching for effective learning has improved to Good in Primary, Middle, and Secondary, with teachers effectively applying subject knowledge. However, differentiated instruction for diverse student groups remains an area for development. Assessment practices are Acceptable, tracking progress adequately, but need better alignment with learning objectives and more consistent use of data.
Curriculum Design & Adaptation
Curriculum design, implementation, and adaptation are Acceptable, providing adequate rationale and developing knowledge and skills with continuity across phases. The curriculum promotes UAE heritage, but opportunities for enterprise and innovation require expansion. Leaders' knowledge of curriculum processes needs enhancement.
Protection, Care & Support
Health and safety, including child protection and safeguarding, are Good, with clear policies and staff awareness. Care and support are also Good, but provision for students of determination and gifted/talented students is not consistently matched to their needs. Risk assessments need strengthening, and well-being initiatives require a more structured approach.
Areas for Development
- •Raise students’ achievement, teaching and assessment to become at least good or better, by ensuring teachers plan engaging lessons, provide motivating learning environments, and use time and resources skillfully to enable all groups of students to be very successful learners.
- •Ensure planning systematically includes regular opportunities for students to develop their critical thinking, problem-solving, inquiry and independent learning skills, particularly in Phase 1.
- •Empower teachers with a toolkit on highly effective strategies that meet the individual needs of students, ensuring they consistently provide specific levels of challenge and support.
- •Elevate data analysis systems to frequently monitor and identify trends, patterns of attainment for individual and different groups’ progress, as well as areas of concern.
- •Strengthen the use of formative and summative assessment data in lesson planning to ensure individual learning needs of most students are met, particularly in Phase 1.
- •Provide more regular opportunities for students to assess their own work and to reflect on how much they have achieved.
- •Improve students' performance in international assessments by developing students' critical thinking, problem-solving, inquiry, and independent learning skills through systematic planning and targeted activities.
- •Integrate test-style questions into regular assessments and providing consistent practice opportunities within lessons to enhance students' familiarity with international assessment formats.
- •Elevate the level of inclusivity in the school, by elevating systems for tracking individual achievement and the progress of groups, so that perceived gaps in learning can be fully addressed.
- •Establishing rigorous systems to identify students with additional learning needs, including students of determination.
- •Providing effective support and interventions for students with additional learning needs and those who are gifted and/or talented, ensuring tiered systems of support that are tracked and monitored for impact.
- •Improve aspects of leadership to raise effectiveness to at least a good level, by ensuring that subject leaders and heads of department fully understand their responsibilities for improving students’ personal and academic achievements.
- •Enhance school leaders' knowledge of curriculum processes to ensure curriculum design, implementation and adaptation meet the needs of all students.
- •Extending the role of parents as partners so they know how they can help their children’s personal and academic achievement at home.
- •Ensuring that governors regularly monitor all aspects of provision and hold school leaders to account through rigorous key performance targets.