Al Qemah Private School - Khorfakkan - Al Qadisiya, Sharjah

Al Qemah Private School - Khorfakkan - Al Qadisiya is led by Principal Mohammed Saleh Samara Al-Awda, operating under the governance of a Board of Trustees chaired by Dr. Abdullah Subhi Abdullah Nassar. The school was established in 2005 and serves the Eastern Region community of Khorfakkan, following the UAE Ministry of Education curriculum from KG1 through Grade 9. No information is available regarding the principal's length of tenure or prior background.

The most recent SPEA inspection, conducted in 2024–2025, rated the school's overall effectiveness as Acceptable — a rating it has held consistently since 2022–2023, and a meaningful step up from the Weak rating recorded in 2018. Inspectors specifically cited the impact of school leadership on improving teaching quality and curriculum as one of the school's principal strengths, acknowledging that the leadership team has provided substantial professional development for teachers and introduced new methods to support instructional improvement across subjects. This trajectory — from Weak to Acceptable over five years — reflects a degree of institutional stability and purposeful direction, even if the school has not yet broken through to a Good rating. Among the 17 MoE curriculum schools in Sharjah, 10 hold an Acceptable rating, placing Al Qemah in the majority tier for its curriculum type rather than an outlier.

The school employs 48 teachers with no teaching assistants, serving 639 students. This produces a student-to-teacher ratio of 1:13, which sits marginally below the Sharjah-wide average of 1:13.6 across all private schools — a broadly comparable figure. The primary nationality of teaching staff is Egyptian, and the inspection report noted a teacher turnover rate of 2 — a low figure that suggests reasonable staff continuity despite the school's historically modest rating. [MISSING: staff qualification levels or percentage holding relevant degrees]

Inspectors noted that teaching quality has improved since the 2018 review, though it remains at an acceptable rather than good level overall. The report highlighted that a high teacher turnover rate had been a challenge in prior cycles, making the current low turnover figure a positive signal. Areas requiring further development include the use of assessment data to guide instruction, support for students with special educational needs — only 4 SEN students formally identified from a cohort of 639 — and the development of independent learning skills within the curriculum.

On school culture and community, parent surveys were conducted as part of the SPEA performance review process, though no detailed parent satisfaction data is publicly available. Student personal and social development was rated Good by inspectors — the one domain where the school exceeds the Acceptable threshold — with students demonstrating strong understanding of Islamic values, national identity, and positive social behaviours. This suggests a school environment that, while academically still developing, maintains a coherent values-driven culture under its current leadership.