Al Seddique Private School
Executive Summary
Al Seddique Private School, operating under the MoE (UAE) curriculum, has maintained an overall Acceptable rating in its latest ADEK Irtiqa inspection for the 2024-2025 academic year. The school has consistently held this rating since its previous inspection in 2022, demonstrating sustained performance.
Academically, the school shows stable achievement in Arabic-medium subjects, with Islamic Education, Arabic as a First Language, and Social Studies consistently rated Acceptable. Mathematics in Cycle 1 has shown improvement from Weak to Acceptable due to enhanced teaching practices. However, student achievement in English remains Weak in KG and Acceptable in other cycles, with progress in Cycle 3 regressing. Learning skills across all phases are Acceptable but are hindered by limited opportunities for critical thinking, research, and technology use.
The school's health and safety procedures are a significant strength, rated Good, ensuring robust safeguarding. Parental engagement is also Good, fostering strong community involvement. While leadership effectively manages daily operations, its capacity for strategic planning and driving sustained improvement is limited by staffing and outdated monitoring tools, contributing to an overall Acceptable rating for Leadership and Management.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Seddique 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 is overall Acceptable, with stable performance in Arabic-medium subjects. Mathematics in Cycle 1 has improved to Acceptable, but English remains Weak in KG and progress in Cycle 3 English has regressed. Learning skills are Acceptable, but lack opportunities for critical thinking and technology integration. Arabic-medium subjectsMathematics in Cycle 1English in KGLearning skills
Students demonstrate positive attitudes and respectful relationships. However, their independence, punctuality, awareness of healthy lifestyles, and engagement in structured physical activity are not fully developed. Understanding of Islamic values, Emirati culture, social responsibility, and innovation skills are also Acceptable. Positive attitudesRespectful relationshipsInnovation skills
Teaching practices are generally underpinned by secure subject knowledge but are predominantly teacher-led and textbook-driven, with limited differentiation and technology use. Assessment is Acceptable but lacks depth in analysis and consistent application to inform personalized learning or utilize formative strategies. Teacher-ledTextbook-drivenLimited differentiationFormative strategies
The curriculum is broad and balanced, covering required content, but emphasizes knowledge over skill development. It remains largely textbook-driven, with limited extension beyond prescribed standards. Curriculum modification for diverse learners is developing but inconsistent, and cross-curricular links are inconsistently planned. Knowledge acquisitionSkill developmentCurriculum modificationCross-curricular links
Health and safety procedures are Good, with comprehensive and effectively implemented safeguarding measures. Care and support for students are Acceptable; formal identification of students of determination and gifted/talented exists, but targeted support for low and high attainers is inconsistent across the school. Health and safetySafeguarding measuresCare and supportTargeted support
Leadership and management are Acceptable overall, with parental engagement rated Good. Leaders promote a positive culture and manage daily operations efficiently. However, limited leadership capacity, outdated monitoring tools, and governance providing limited strategic oversight restrict the school's ability to drive sustained improvement. Parental engagementStrategic planningSelf-evaluationGovernance oversight
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Strong Science Performance
Students demonstrate strong performance in science, with outstanding outcomes across cycles in the ACER IBT standardized assessments.
Robust Health & Safety
Health and safety procedures are comprehensive and effectively implemented, supported by robust safeguarding measures, accurate record-keeping, and secure medical protocols.
Engaged Community & Parents
The school benefits from strong community and parental engagement, characterized by regular communication, active involvement in school activities, and meaningful support for school initiatives.
Positive Student Behavior
Student behavior and relationships are consistently positive, with respectful conduct and a safe, inclusive atmosphere observed throughout the school.
Effective Operational Routines
The school ensures regulatory compliance and maintains effective operational routines, enabling smooth daily functioning despite ongoing constraints in resources and leadership structure.
Academic Performance Breakdown
Overall student achievement in Arabic-medium subjects has remained stable at Acceptable. Mathematics in Cycle 1 improved from Weak to Acceptable. English in KG remains Weak, and progress in Cycle 3 English has regressed. Learning skills are Acceptable across all cycles.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leadership effectively manages daily operations and fosters a positive school culture. However, the absence of a Vice Principal, full teaching loads for middle leaders, and outdated monitoring tools limit their capacity to drive sustained improvement and rigorous self-evaluation aligned with the UAE Framework.
Inspection Findings
Students' Achievement
Students' achievement is Acceptable overall, with stable performance in Arabic-medium subjects. While Mathematics in Cycle 1 has improved, English in KG remains Weak, and progress in Cycle 3 English has regressed. Learning skills are Acceptable but lack opportunities for critical thinking and technology use.
Personal & Social Development
Students demonstrate positive attitudes and respectful relationships in structured settings. However, their independence, punctuality, awareness of healthy lifestyles, and engagement in structured physical activity are not yet fully developed. Understanding of Islamic values, Emirati culture, social responsibility, and innovation skills are Acceptable.
Teaching & Assessment
Teaching practices are generally underpinned by secure subject knowledge but are predominantly teacher-led and textbook-driven, with limited differentiation and minimal technology use. Assessment is mostly summative and does not consistently inform planning or support personalized learning, with underdeveloped formative strategies.
Curriculum Design & Adaptation
The curriculum is broad and balanced, providing appropriate content coverage, but places greater emphasis on knowledge than skill development. It is largely textbook-driven, with limited extension beyond prescribed standards. Curriculum modification for diverse learners is developing but inconsistent, and cross-curricular links are inconsistently planned and implemented.
Protection, Care & Support
Health and safety procedures are Good, with appropriate measures for student well-being and safeguarding. Care and support for students are Acceptable; formal identification of students of determination and gifted/talented exists, but targeted support for both low and high attainers is inconsistent across the school.
Areas for Development
- •Raise students’ attainment and progress to a consistently good or better level in all core subjects and cycles by improving students’ writing and phonic decoding skills in KG and Cycle 1, strengthening mathematical reasoning and problem-solving, and embedding higher-order thinking in Cycle 3 English, mathematics, and science.
- •Improve strategies and provision for effective teaching, assessment and curriculum by planning and delivering differentiated learning tasks, using assessment data more effectively to identify learning gaps, and increasing regular opportunities for independent and inquiry-based learning.
- •Improve the impact of school leadership by increasing leaders' capacity for strategic planning, establishing a robust cycle of self-evaluation and monitoring, enhancing governance oversight, and developing a comprehensive school-wide strategy for innovation.
- •Improve outcomes in TIMSS, PISA and PIRLS international assessments and aim to meet the set targets by aligning curriculum content and cognitive expectations with the frameworks, using diagnostic data for targeted interventions, and developing students’ critical thinking, problem-solving, reasoning, and reading comprehension skills.