Alsedra Private School
Executive Summary
Alsedra Private School, located in Kalba, Sharjah, was established in 2021 and follows the UAE Ministry of Education curriculum with Arabic as the language of instruction. The school's overall effectiveness is rated Acceptable - the same rating as the previous inspection cycle in 2023-2024 - reflecting a stable but not yet improving performance profile across all six performance standards.
Student achievement across core subjects is generally Acceptable, with steady progress noted in Arabic Language and Mathematics in Cycles 1 and 2, and improved student progress in English following the addressing of previously identified weaknesses. However, high-achieving students are not consistently challenged to reach their full potential, and students of determination do not always receive fully effective individualised learning plans. The school does not offer Arabic as a Second Language, placing non-Arabic-speaking students in first-language classes without adequate support.
Students' personal and social development is rated Good and stands as a key strength, with students demonstrating respect for Islamic values, UAE culture, and a strong sense of community responsibility. School leaders and administrators show commitment to improvement; however, they have not yet fully removed barriers to further development, including strengthening the board of trustees and reducing staff turnover. The school has an Acceptable capacity for self-improvement.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Alsedra Private School Overall Rating
Acceptable for 2+ consecutive years
SPEA Performance Standards
The performance standards used by SPEA to evaluate school quality across Sharjah.
The school identifies 19 students of determination with moderate challenges and adopts an inclusion approach, with special education coordinators adapting the curriculum. However, individual learning plans are not fully effective as goals do not always meet individual student needs, and the new resource room is not yet fully equipped. Support for non-Arabic-speaking students is also ineffective. Students of DeterminationInclusionIndividual Learning Plans
Student wellbeing is supported through safe and inclusive school facilities, effective attendance monitoring procedures, and a pastoral care system that promotes positive behaviour. Student attendance is very good at 97%, and most students arrive on time. The school provides appropriate guidance and career counselling as students transition between cycles. 97% AttendancePastoral CareSafe Facilities
Students participate in IBT international benchmark assessments in English, Mathematics, and Science, as well as Arabic language arts assessments (Tala') and early Arabic reading assessments (Mubakker). IBT results in Mathematics showed Very Weak performance in Grades 3 and 5, Very Good in Grade 7, and Outstanding in Grade 9. Science IBT results were Very Weak in Grades 3 and 5, Weak in Grade 7, and Outstanding in Grade 9. IBTTIMSSTala'Mubakker
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Positive Student Behaviour
Students demonstrate respectful, responsible behaviour across all phases, contributing to a safe and harmonious school environment. Bullying incidents are rare and students interact positively with peers and teachers.
Islamic & UAE Cultural Values
Students show strong appreciation and respect for Islamic values and UAE heritage, participating in national occasions, morning assemblies, Quran recitation competitions, and cultural displays.
Improved Arabic & Maths Progress
Attainment levels in Arabic Language and Mathematics improved in Cycles 1 and 2 compared to the previous inspection, and student progress in English also improved following targeted interventions.
Effective Daily School Management
The school's daily operational management is effective, ensuring smooth running of school systems and routines. Attendance procedures are robust, including medical reports for extended absences.
Safe & Inclusive Facilities
School buildings and facilities are safe and inclusive, regularly inspected and maintained. The school environment supports student wellbeing and positive learning conditions.
Academic Performance Breakdown
The quality of student achievement is Acceptable overall. Performance is progressing steadily in core subjects, but high-achieving students are not sufficiently challenged. Arabic as a Second Language is not offered, placing non-Arabic-speaking students at a disadvantage. Learning skills are rated Acceptable across all phases.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The senior leadership team, comprising the principal, deputy principal, and academic coordinator, demonstrates commitment to national priorities, particularly promoting sustainability and the use of benchmark assessments. While a shared vision exists among senior leaders, their practices are not yet fully aligned with the UAE School Inspection and Evaluation Framework. Lesson monitoring processes lack precision, and improvement targets are not always measured against student outcomes. The school demonstrates an Acceptable capacity for self-improvement.
Inspection Findings
Students' Outcomes
Student achievement is Acceptable across all subjects and phases. Progress is steady in core subjects, with improvements noted in Arabic and Mathematics in Cycles 1 and 2, and in English progress overall. However, high-achieving students are not consistently challenged, and non-Arabic-speaking students progress more slowly due to the absence of Arabic as a Second Language provision. Learning skills are rated Acceptable across all phases.
Personal Development
Personal and social development is rated Good - the strongest performance standard in the school. Students demonstrate positive behaviour, self-discipline, and mutual respect, contributing to a safe and harmonious school environment. Students show strong appreciation for Islamic values and UAE culture, and participate actively in national and Islamic occasions. Social responsibility and innovation skills are rated Acceptable, with students engaging in charitable activities and sustainability initiatives.
Teaching Quality
The quality of teaching and assessment is Acceptable overall. Most teachers have good subject knowledge, but there is variation in their understanding of effective pedagogical strategies. Lesson plans include appropriate learning objectives aligned with curriculum standards, but differentiation for students with additional needs - including students of determination and non-Arabic speakers - is not consistently applied. Teachers do not sufficiently develop students' critical thinking, problem-solving, or independent learning skills. Written feedback to students often lacks constructive guidance on how to improve.
Protection & Care
Student protection, care, and guidance are Acceptable. The school has appropriate formal procedures for student safety, known to staff, parents, and students. Student attendance is very good at 97%, and the school applies robust absence-monitoring procedures. Safe and inclusive facilities are maintained and regularly inspected. Guidance and career counselling are provided as students transition between cycles, though support for non-Arabic-speaking students remains ineffective.
Areas for Development
- •Improve the quality of student achievement across all subjects and all phases, ensuring high-achieving students are sufficiently challenged.
- •Provide high-quality teaching aligned with best practices to develop students' independent learning skills and raise their academic level.
- •Empower middle leaders to improve the quality of the curriculum, teaching, learning, and assessment in the subjects they oversee, ensuring all students achieve good outcomes.
- •Develop self-evaluation and strategic planning processes so they accurately reflect the quality of educational services and outcomes, setting measurable priorities with effective impact to ensure the school's future development.
- •Introduce Arabic as a Second Language provision to support non-Arabic-speaking students and ensure their linguistic needs are met appropriately.