Al Rashid Al Saleh Private School
Executive Summary
Al Rashid Al Saleh Private School provides a Good quality of education, with notable strengths in Kindergarten (KG) and Cycle 3 student outcomes. Students consistently demonstrate self-reliance, thoughtfulness, and mutual respect, fostering a collaborative and inclusive school environment.
Teaching standards vary, but most teachers effectively use subject knowledge and strategies, particularly in KG. The curriculum aligns with MoE requirements, enhanced by extra lessons and digital platforms, effectively meeting student needs in KG and Cycle 3. Students actively engage in activities promoting enterprise, innovation, creativity, and social contribution.
Student safety and welfare are top priorities, supported by rigorous risk assessments and clear child protection policies. Leaders are deeply committed to UAE national priorities, driving a shared vision for improved student outcomes, wellbeing, and inclusion. The governing board plays a significant role in enhancing school performance and expanding facilities.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Rashid Al Saleh Private School Overall Rating
Good for 10+ consecutive years
Dubai Focus Areas
These three pillars represent the Dubai education authority's priorities: ensuring inclusive practices, prioritizing student wellbeing, and meeting UAE National Agenda targets.
Provision and outcomes for students of determination are rated as Good. While leaders value inclusion, a unified vision and consistent teacher understanding of learning barriers are lacking, leading to variable outcomes. Partnerships with parents are positive, but clearer communication and support for parents are needed. Students of DeterminationIEPs
The overall quality of wellbeing provision and outcomes is Good. Leaders are committed to wellbeing, fostering positive relationships and collecting relevant information, though the vision lacks comprehensive definition and systematic monitoring. Students show growing independence in managing their wellbeing, feeling happy and safe. Wellbeing provisionpositive relationships
The school's overall standards in the National Agenda Parameter are Acceptable. The school missed its PIRLS 2021 target, and benchmark assessment results in English, mathematics, and science have declined or remained weak, particularly for Emirati students. Leadership's efforts to address gaps have not yet shown sufficient impact. National Agenda ParameterPIRLSEmirati students
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Student Achievement in KG & Cycle 3
Students in Kindergarten and Cycle 3 demonstrate strong academic achievements and progress across various subjects.
Personal & Social Development
Students exhibit excellent personal and social development, alongside a strong understanding of Islamic values and Emirati culture.
Health, Safety & Pastoral Care
The school prioritizes student health and safety, providing outstanding pastoral care and effective safeguarding arrangements.
Strong Parent Relationships
The school maintains strong and effective relationships with parents, fostering their engagement in school life and their children's learning.
Academic Performance Breakdown
Children’s outcomes in the Kindergarten (KG) and Cycle 3 are better than those in Cycles 1 and 2. Students’ attainment in Islamic Education is consistent across the school. Attainment in Arabic is stronger in KG and Cycle 3. Students in Cycle 2 and Cycle 3 perform better in English and science compared with those in Cycle 1.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Led by the newly appointed principal, leaders at all levels are committed to UAE national priorities, sharing a vision focused on improving student outcomes, wellbeing, and inclusion. They demonstrate a positive understanding of the curriculum and effective teaching practices, fostering a positive school culture through professional relationships and distributive leadership. The governing board actively supports and monitors school performance.
Inspection Findings
Students' Outcomes
Students' outcomes in KG and Cycle 3 are stronger than in Cycles 1 and 2, particularly in Arabic, English, mathematics, and science. Students consistently exhibit self-reliance, thoughtfulness, and mutual respect, enjoying healthy lifestyles and demonstrating an excellent understanding of Islamic values and Emirati culture.
Personal Development
Students consistently exhibit self-reliance, positive attitudes, and mutual respect, contributing to a collaborative and inclusive environment. They show an excellent understanding of Islamic values and Emirati culture, integrating values like honesty and tolerance into daily life. Students are aware of environmental issues and demonstrate civic responsibility through charity and voluntary work.
Teaching Quality
Teaching standards vary across the school, with most teachers effectively using subject knowledge and strategies, especially in KG. Teachers use assessment data to plan lessons for most students, but the use of assessment to support learning is inconsistent, with stronger practice in KG and Cycle 3. Learning activities are not always sufficiently adapted for the lowest and highest ability students.
Protection & Care
The safety and welfare of students are top priorities, with rigorous risk assessments and staff understanding of child protection policies. Effective behavior management and positive relationships are strengths in KG and Cycle 1, though less so in Cycles 2 and 3 for boys. Support for students of determination is aided by specialist staff, but unclear identification processes and inconsistent IEP implementation hinder effectiveness.
Areas for Development
- •Raise students’ attainment by making more effective use of data from assessments to identify and address gaps in their learning.
- •Develop more robust systems to measure students’ progress.
- •Ensure that the self-evaluation processes, including the monitoring of teaching and learning, are rigorous and lead to the accurate identification of improvement priorities.
- •Develop the capacity of leaders, so that all understand and demonstrate the best practices in teaching, learning and assessment, together with full understanding of the curriculum.
- •Develop and establish an overall school reading programme.
- •Develop a comprehensive and integrated wellbeing vision that permeates all aspects of school life.
- •Improve teachers’ understanding of barriers to students’ learning and the effective implementation of strategies suggested by IEPs.