Al Saad Indian Private SchoolIndian Curriculum, Subjects & Qualifications

Al Saad Indian Private School delivers the CBSE (Central Board of Secondary Education, New Delhi) curriculum from Pre-KG through Grade 12, following NCERT-prescribed syllabi across all phases. The academic pathway is comprehensive: play-based learning in Kindergarten, continuous assessment through Grades 1–5, formal unified assessment from Grades 6–8, and board examination preparation in Grades 9–10. At the senior secondary level, students choose from three distinct streams — Science, Commerce, and Humanities — with a broad menu of elective and skill subjects including Multimedia, Financial Literacy, Mass Media, and Yoga, giving Grades 11–12 genuine breadth of choice.

The school's most recent ADEK Irtiqaa inspection (2024–25) awarded an overall rating of Very Good, a meaningful step up from its Good rating in 2021. Inspectors rated health and safety Outstanding across all four phases — the school's highest-performing domain. Phase 4 (Grades 10–12) English and Science attainment were both rated Outstanding, reflecting strong performance in external assessments. Among Indian curriculum schools in the Abu Dhabi/Al Ain private sector, this places ASIS in the upper tier: of 34 Indian curriculum schools tracked in the city index, only 10 hold a Very Good rating and just one holds Outstanding, meaning ASIS sits comfortably above the sector median.

International benchmark data reinforces the school's academic credibility. In PIRLS 2021, Grade 4 students achieved a score of 576, placing them in the High International Benchmark bracket — well above the Abu Dhabi private school average of 483 and the all-UAE school average of 460. In PISA 2022, 15-year-olds exceeded their reading literacy target (473.6 against a target of 450.9) and their scientific literacy target (493.9 against a target of 469.3), though mathematical literacy fell short at 467.5 against a target of 491.7. TIMSS 2019 results placed Grade 8 Science within the High International Benchmark at a score of 571, while Grade 4 and Grade 8 Mathematics sat within the Intermediate benchmark. The EI ASSET 2023/24 results show English attainment rated outstanding in Grades 3–7, but Mathematics attainment declining to weak in Grades 8–9 — a pattern that mirrors the inspection's own findings on math regression in the upper phases.

The school's academic program is enriched by several distinctive features. The Student Enrichment Program (SEP), running daily from 2:30–4:00 pm for Grades 1–12, extends learning beyond the core timetable with talent development, leadership activities, academic support, and remedial sessions. The Tinkering Lab provides hands-on STEM exploration, while the school-wide Learning Management System (LMS) — a network-wide initiative of the Bharatiya Vidya Bhavan Middle East group — delivers blended course content, online grading, and real-time parent performance reporting. The ClassKlap assessment program, introduced in Grades 1–5 in the current academic year, generates personalised revision materials for each student. Languages of instruction are broad: alongside English as the primary medium, students may study Hindi, Malayalam, French, and Arabic, giving the curriculum a genuinely multilingual character.

Inspectors and ADEK reviewers identified several areas requiring attention. Mathematics attainment has regressed from Very Good to Good in Phases 3 and 4, with lesson activities not sufficiently aligned to students' learning needs. Marking and feedback quality was flagged as inconsistent, with students often unclear on how to improve. The identification rate for students of determination stands at just 2.79% — low relative to expected prevalence — and in-school support services (ISSS) for this group remain underdeveloped. Inspectors also noted that time management in lessons is inefficient, with plenaries frequently incomplete, and that the school's self-evaluation framework is descriptive rather than evaluative. Attendance and punctuality require improvement across phases. Compared to peer CBSE schools in the region, the absence of a formal gifted-and-talented program and the lack of electronic resources in the library represent gaps that the school has itself acknowledged in its development planning.