Alhamdaniya Grand Private School
Executive Summary
Al Hamdaniya Grand Private School, operating under the MoE (UAE) curriculum, has maintained its Good overall rating in the latest ADEK Irtiqa inspection for the 2025-2026 academic year. The school demonstrates a consistent commitment to upholding its standards, with its performance remaining stable since the previous inspection in 2022.
The school shows particular strengths in students' achievement across most subjects, with notable improvement in English progress in Cycle 3. Students exhibit positive attitudes, strong engagement, and responsible behavior, fostering constructive interactions. The curriculum provides an appropriate structure, though further refinement is needed in skill development and cross-curricular practices.
Al Hamdaniya Grand Private School provides a safe and secure environment with effective child protection. Leadership is commended for its clear strategic direction and successful partnerships with parents and the community, promoting a culture of continuous improvement. Areas for development include strengthening scientific inquiry, analytical skills in social studies, and consistency in teaching and assessment practices.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Hamdaniya Grand Private School Overall Rating
Good for 2+ consecutive years
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' overall achievement remains Good across most subjects, with progress in English improving to Very Good in Cycle 3. However, achievement in social studies across all cycles and science in Cycle 2 remains Acceptable, indicating areas for focused development in analytical and practical skills. English progressCycle 3Social StudiesScience Cycle 2
Students demonstrate consistently positive attitudes, responsible behavior, and strong relationships. Understanding of Islamic values and awareness of Emirati and world cultures are Good across all cycles. However, self-reliance in KG needs further development, as students still depend on adult support. positive attitudesIslamic valuesEmirati culture
Teaching for effective learning is Good, supported by secure subject knowledge. However, inconsistencies persist in differentiation, age-appropriate strategies, inquiry-based learning, and purposeful technology use. Assessment practices are Acceptable but inconsistently applied, with limited use of data for personalized learning. differentiationinquiry-based learningassessment practices
Curriculum design and implementation are Good, providing appropriate structure and subject provision. Curriculum adaptation is Acceptable, with inconsistent modifications for diverse student groups and limited opportunities for innovation and enterprise. Further refinement in skill development and cross-curricular practice is needed. curriculum designcurriculum adaptationinnovation and enterprise
Health and safety, including child protection, are Very Good, with effective safeguarding systems and well-planned protocols. Care and support are Good, fostering positive relationships and wellbeing. However, the identification and support for students of determination and gifted and talented students require greater consistency. health and safetychild protectionsafeguarding
Leadership effectiveness, self-evaluation, improvement planning, governance, and management of resources are Good. Partnerships with parents and the community are Very Good. Leaders demonstrate secure knowledge, but efforts to strengthen assessment, monitoring, and professional development are still developing. strategic directionpartnerships with parentscontinuous improvement
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved English Progress
Students' progress in English has improved from Good to Very Good in Cycle 3, reflecting enhanced comprehension and analytical skills.
Positive Student Attitudes
Students consistently demonstrate positive attitudes, self-discipline, strong engagement, and constructive interactions, particularly in upper phases.
Safe & Secure Environment
The school provides a very safe and secure environment, supported by effective child protection procedures and strong health and safety arrangements.
Strong Leadership & Partnerships
Leaders provide clear strategic direction, fostering a culture of continuous improvement and maintaining effective partnerships with parents and the wider community.
Academic Performance Breakdown
Learning skills are rated Good across KG and all cycles, reflecting positive engagement and improving collaboration, though innovation, independent learning, and cross-curricular application require further development.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leaders provide clear strategic direction, promoting a culture of continuous improvement and successfully sustaining effective partnerships with parents and the wider community. They are committed to improving international assessment outcomes and use data to inform planning, though monitoring and professional development impact are still emerging.
Inspection Findings
Students' Achievement
Students generally attain above MoE curriculum standards in Islamic Education, Arabic, English, and Mathematics, with Grade 12 MoE external examination results often Outstanding. Progress is mostly better than expected, but analytical skills in social studies, scientific practical skills in Cycle 2, and creative writing across subjects require strengthening.
Personal & Social Development
Students demonstrate consistently positive attitudes, responsible behavior, and strong, respectful relationships. They have a clear understanding of Islamic values and appreciate Emirati culture, contributing constructively to the community. However, students in KG are not yet consistently self-reliant and depend on adult support.
Teaching & Assessment
Teaching for effective learning is Good, characterized by secure subject knowledge and supportive environments. However, differentiation, age-appropriate strategies, inquiry-based learning, and purposeful technology use are inconsistent. Assessment practices are Acceptable but lack consistency in informing personalized learning and instructional adjustments.
Curriculum Design & Adaptation
Curriculum design and implementation are Good, providing appropriate structure and subject provision. Curriculum adaptation is Acceptable, with generally adequate but inconsistent modifications for different student groups and limited opportunities for innovation and enterprise. Further refinement in skill development and systematic review is needed.
Protection, Care & Support
Health and safety, including child protection, are Very Good, with effective safeguarding systems and well-planned protocols. Care and support are Good, reflecting positive relationships, effective guidance, and secure promotion of wellbeing. However, identification and support for students with additional learning needs and those who are gifted and talented are still developing.
Areas for Development
- •Raise students’ achievement to Very Good and better in all subjects, especially in science in Cycle 2 and in social studies across all cycles, by strengthening scientific enquiry and practical skills, developing analytical skills, promoting fluency in speaking and writing, improving mathematical accuracy, and enhancing independent learning and innovation.
- •Improve the overall quality of teaching, assessment, and curriculum adaptation by strengthening lesson planning to include age-appropriate, differentiated, and inquiry-based strategies, ensuring robust assessment procedures, enhancing marking and feedback, and establishing a structured, evidence-based curriculum review cycle.
- •Strengthen the impact of leadership on students’ achievement by enhancing the effectiveness of middle leaders, strengthening whole-school monitoring systems, improving the coherence and impact of professional development, and aligning staff deployment and learning resources more effectively.
- •Continue to work towards improving student outcomes in TIMSS, PISA, and PIRLS by reviewing and refining preparation approaches, analyzing international assessment results, strengthening teachers’ understanding of assessment competencies, and increasing students’ exposure to varied question types and higher-order thinking tasks.