Al Tharawat National Private School has received an Acceptable overall rating in the latest ADEK Irtiqa inspection for the 2024-2025 academic year. This marks a regression in the school's performance, as its overall rating has declined from Good since the previous inspection in 2022.
The decline is primarily driven by a regression in students' achievement, particularly in English, Mathematics, and Science across most phases. Teaching for effective learning and assessment quality have also regressed, attributed to limited understanding of teaching strategies and insufficient resources. The curriculum, while coherent, emphasizes knowledge acquisition over skill development and lacks robust modifications.
All aspects of leadership and management have also regressed to Acceptable, with the impact of recent leadership changes not yet evident and roles unclear. Despite these challenges, the school maintains Good levels in Islamic Education and UAE Social Studies, and demonstrates effective safeguarding and child protection procedures.
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Tharawat National Private School Overall Rating
Acceptable
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Overall, students’ achievement has regressed from Good to Acceptable. Attainment and progress have declined across most subjects and phases, including English, Mathematics, and Science. While Islamic Education and UAE Social Studies maintained Good ratings in some cycles, Arabic also saw regression. EnglishMathematicsScienceArabicIslamic EducationUAE Social Studies
Students' personal development, understanding of Islamic values, and awareness of Emirati and world cultures are judged as Good. However, social responsibility and innovation skills are Acceptable, with students rarely leading projects or developing enterprise skills. Islamic valuesEmirati and world culturessocial responsibilityinnovation skills
Teaching for effective learning and assessment have regressed to Acceptable, particularly in KG and Cycle 1. This decline is attributed to teachers' limited understanding of effective strategies, insufficient age-appropriate resources, and the absence of robust assessment procedures to inform teaching. effective teaching strategiesage-appropriate resourcesrobust assessment procedures
Curriculum design, implementation, and adaptation are Acceptable across all cycles. While coherent and aligned with MoE guidelines, implementation focuses more on knowledge acquisition than skill development, and modifications are insufficient due to inaccurate assessment data. knowledge acquisitionskill developmentcurriculum modifications
The quality of health and safety, including child protection, and care, guidance, and support have regressed to Good. Safeguarding policies remain effective, but student access to facilities and engagement in physical activities are limited, and support for students of determination is insufficient. safeguardingchild protectionstudents of determinationphysical activities
All aspects of leadership and management, including effectiveness, self-evaluation, partnerships, governance, and resource management, have regressed to Acceptable. Despite new leadership commitment, their impact is not yet evident, and roles are unclear. Parental involvement and governing board support are limited. new leadership teamdistributed leadership modelparental involvementgoverning board
Standout achievements identified by the inspection team that distinguish this school.
The school has maintained overall Good levels of achievement in Arabic, Islamic education, and social studies across various cycles.
Students consistently demonstrate a clear appreciation and understanding of Islamic values, UAE culture, and heritage.
The school has effective safeguarding and child protection procedures in place, ensuring students feel safe and protected.
The new leadership team is committed to improving the quality of academic achievement and personal development for all students.
Overall students' achievement has regressed from Good to Acceptable since the previous inspection. While Islamic Education, Arabic, and UAE Social Studies maintained Good levels in some cycles, English, Mathematics, and Science have seen significant declines across KG and Cycles 1 and 2.
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
All aspects of leadership and management have regressed to Acceptable. Despite recent changes in school leadership personnel and their commitment to school improvement, their impact is not yet evident. The distributed leadership model does not clearly define roles and responsibilities, and parental involvement and governing board support are limited.
Students' achievement has regressed overall to Acceptable, with declines in English, Mathematics, and Science across most phases. While Islamic Education and UAE Social Studies maintained Good levels in some cycles, Arabic also saw a regression. Standardized and international assessment results like PISA and TIMSS are below targets and international averages.
Students demonstrate Good personal development and understanding of Islamic values and Emirati culture. However, social responsibility and innovation skills are Acceptable, as students rarely lead projects or develop enterprise skills, despite generally good behavior.
The quality of teaching for effective learning and assessment has regressed to Acceptable. This is due to teachers' limited understanding of effective strategies, insufficient age-appropriate resources, and a lack of robust assessment procedures to generate accurate data for informing teaching.
Curriculum design, implementation, and adaptation are Acceptable. The curriculum aligns with MoE guidelines but emphasizes knowledge acquisition over skill development. Modifications are insufficient due to reliance on inaccurate assessment data, limiting effective intervention and enrichment.
Protection, care, guidance, and support for students have regressed to Good. Effective safeguarding policies are in place, but students' access to school facilities and engagement in physical activities are limited. The identification and support for students of determination and gifted students are insufficient.