Amity International School, Abu Dhabi

Amity International School Abu Dhabi delivers a fully sequenced British curriculum from Early Years Foundation Stage (EYFS) through Key Stage 1, 2, and 3, progressing to IGCSE (via Oxford AQA and Edexcel) at Years 10–11, and A-Levels and BTEC Level 3 Diploma in the Sixth Form. This makes Amity one of 105 British curriculum schools in Abu Dhabi — the largest curriculum group in the city — though it distinguishes itself through breadth of pathway and the depth of its enrichment offer.

At GCSE level in 2025, across 518 total entries, 38.03% of grades were 7 or above and 90.73% of grades were 4 or above — a pass rate that reflects solid attainment across the cohort. At A-Level, 25.60% of grades were A* or A and 48.00% were A* to B across 125 total entries. These results sit within a competitive context: among British curriculum schools in Abu Dhabi rated Very Good or above, A-Level outcomes at this level are respectable but leave headroom for improvement, particularly at the highest grade boundaries. No IB results apply, as Amity does not offer the IB Diploma.

On international benchmarks, the school's performance is notably strong. In PISA 2022, students scored 545.6 in reading, 551 in mathematics, and 558.2 in science — all placing within the high proficiency benchmark and comfortably above international averages. TIMSS 2023 results were equally encouraging: Year 5 mathematics scored 546 against an international benchmark average of 503, and Year 9 mathematics scored 522 against a benchmark of 478. In PIRLS 2021, students achieved 570.68, placing them well within the high proficiency band. These figures indicate that Amity's primary and lower secondary students are performing at a genuinely international standard.

The school's ADEK Irtiqaa inspection (2024–2025) rated Amity Very Good overall — a rating held consistently since 2022 and an improvement on the Good rating from prior inspections. Inspectors rated Protection, Care, Guidance and Support as Outstanding across all phases, and Management of Staffing, Facilities and Resources as Outstanding. Student achievement in English, mathematics, and science was judged Very Good across KG, Cycle 1, and Cycle 2. However, inspectors recorded a notable regression in Phase 4 (Cycle 3 / Sixth Form): science attainment declined from Good to Acceptable, and English and mathematics achievement declined from Very Good to Good, driven by weaker extended writing, insufficient multi-step reasoning, and limited inquiry-based learning in upper secondary science.

Beyond the core curriculum, Amity offers a distinctive enrichment architecture. The Amity Diploma and Horizons Programme provide structured co-curricular and personal development pathways running alongside academic study. The Mini MBA Programme introduces entrepreneurial thinking at secondary level. The Duke of Edinburgh International Award is embedded into the co-curricular offer, and the school's RYA-accredited Water Sports Academy — with direct boathouse access to an Arabian Gulf inlet — is genuinely unique among Abu Dhabi schools. Specialist provision includes a dedicated SEN/Inclusion team supporting 140 students of determination, a Gifted and Talented programme with robust identification systems, and EAL support for the school's 86-nationality community.

Inspectors and standardised assessment data flag several areas requiring attention. Arabic language outcomes remain a persistent gap: ACER IBT results show Weak attainment in Arabic as a First Language and Arabic as a Second Language across Phases 2 and 3, despite stronger internal data. GL Progress Test results indicate that while attainment in mathematics and science is Good to Outstanding, progress scores are Weak in Phase 2 across English, mathematics, and science — suggesting students may not be advancing as rapidly as their starting points would predict. Differentiation for higher-attaining students in Phase 4, consistency of assessment feedback, and the monitoring of teaching quality across phases are all cited as priorities for improvement. University destination data is [MISSING: no university placement statistics provided].