Al Najma Private School- Sharjah - Al Azra

Al Najma Private School follows the National Curriculum for England (NCfE), delivered in English across all core subjects from FS2 through Year 9. External examinations are conducted through Cambridge Assessment International Education (CAIE), and the school participates in a robust suite of international benchmark assessments including TIMSS, PIRLS, CAT4, GLPT, TALA, and Mubakkir. This breadth of benchmarking is a genuine positive - it means the school has external reference points against which to measure student performance, even if the results from Progress Tests indicate that attainment in most subjects sits at the Acceptable band. The curriculum spans English, Mathematics, Science, Computer Science, Social Studies, Islamic Studies, Arabic Language, Physical Education, Art, Music, and a second language option of either Urdu or French. Arabic Language, Islamic Studies, and Social Studies are compulsory for all students. The subject breadth is appropriate for the age range, and the inclusion of French as an elective is a notable enrichment for upper phase students. Science is the standout academic strength of the school. SPEA inspectors rated science attainment and progress as Good across all three phases, with internal data suggesting even stronger performance. Students engage in meaningful practical work, hypothesis formation, and investigative tasks - the high level of hands-on science is explicitly commended in the inspection report. In contrast, attainment in Mathematics, Islamic Education, and most other subjects remains at the Acceptable level, meaning students are broadly meeting curriculum standards but not consistently exceeding them. In English, progress is rated Good across all phases, which is an important distinction from attainment. Students in Phase 3 (Years 7-9) are described as confident, articulate speakers who enjoy debating contemporary issues including Artificial Intelligence and its societal impact. However, deeper literary analysis and extended writing remain areas requiring development across the school. In Arabic as a First Language, progress is Good in Phases 2 and 3, with students demonstrating above-curriculum-standard comprehension and speaking skills, though extended writing is a persistent weakness. The school's assessment philosophy blends continuous in-class assessment with termly examinations for older students. Promotion to the next year group is based on a weighted formula: 30% from Term 1, 35% from Term 2, and 35% from Term 3. Minimum pass thresholds are set at 50% for Arabic and Islamic Studies and 40% for all other subjects. This structured approach provides clarity for parents but also means students can be held back regardless of tenure at the school - a policy parents should understand before enrolling. Provision for Students of Determination (SEN) exists, with 71 students currently identified - representing approximately 5.8% of the school population. SPEA notes that SEN students make expected progress across the school in science. However, the identification and provision for Gifted and Talented (G&T) students is flagged as a key area for improvement, with inspectors noting that high-attaining students do not consistently make the progress of which they are capable. There is no published data on university destinations, as the school currently serves up to Year 9 only.