Bait Al Maqdes International Private School maintains a Good overall ADEK rating for the AY 2024/25 inspection. This stability is notable given a significant influx of over 600 new students and teacher turnover since the previous inspection, reflecting the dedicated efforts of the senior leadership team.
The school has demonstrated improved academic performance in Islamic Education and UAE Social Studies, with attainment and progress now rated Very Good across various phases. However, challenges persist in English-medium subjects, particularly in Cycle 3 Mathematics and English, where achievement has declined from Very Good to Good, partly due to the high number of new students who are beginners in English.
This inspection also saw the evaluation of new performance standards, with Students' Personal and Social Development and Curriculum Design and Adaptation both rated Good overall. The principal's vision for affordable quality education and the school's 'One Family' motto continue to foster a caring environment where diverse students are encouraged to reach their full potential.
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Bait Al Maqdes International Private School Overall Rating
Good for 2+ consecutive years
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
The school demonstrates strong attainment and progress in Islamic Education and UAE Social Studies, achieving Very Good ratings across most cycles. While English-medium subjects like Science show improved progress in Cycle 3, attainment in English and Mathematics has declined in Cycle 3, impacted by a large number of new students with limited English proficiency. Overall, achievement is Good, with a need for consistent Very Good levels across all subjects and phases. Islamic EducationUAE Social StudiesVery GoodEnglishMathematics
Students exhibit Very Good personal development, characterized by positive attitudes and respectful behavior across all phases. Their understanding of Islamic values is Good, though there is room to enhance knowledge of UAE history, culture, and other world cultures. Social responsibility and innovation skills are rated Good, with opportunities to strengthen these through broader community service and environmental activities. Very GoodIslamic valuesUAE history and cultureSocial responsibilityinnovation skills
Teaching quality is generally Good, reaching Very Good in Cycle 3, but consistency varies, especially with new teachers. While planning has improved with real-world links, effective use of time and data for differentiation remain areas for development. Assessment systems are coherent and consistent, rated Good overall, with strengths in internal data gathering and moderation, but inconsistent opportunities for self- and peer-assessment. GoodVery Gooddifferentiationself- and peer-assessment
The curriculum design and adaptation are rated Good, compliant with the MoE curriculum and featuring well-embedded cross-curricular links in core subjects. However, the curriculum is more knowledge-focused than skill-development oriented, requiring an extended range of subject choices and extra-curricular options. Adaptation needs improvement to better meet the needs of all identified groups, particularly higher achievers, and to integrate more innovation and enterprise opportunities. GoodMoE curriculumcross-curricular linksskill developmentinnovation and enterprise
Health and safety arrangements, including child protection, remain a strength and are rated Very Good. However, care and support have regressed to Good, with a need to expedite planned refurbishment for accessibility. The school needs to implement plans for an inclusion team and specialist services to strengthen the identification and support of students with additional learning needs, including gifted and talented students. Health and safetychild protectionVery GoodGoodinclusion teamadditional learning needs
Leadership and management maintain a Good standard across most elements, driven by the principal's vision for affordable quality education and the 'One Family' motto. Partnerships with parents are Very Good, actively enhancing educational provision. Leaders recognize the need to further improve the capacity of middle leaders and ensure consistent teaching quality to continue overall school improvement. Goodprincipal's visionOne FamilyParents and the communityVery Goodmiddle leaders
Standout achievements identified by the inspection team that distinguish this school.
Students achieve Very Good levels in Islamic Education and UAE Social Studies across all cycles, with Cycle 3 Arabic and Science also showing very good progress.
Teachers consistently apply their subject knowledge to plan lessons effectively and foster positive interactions with students.
The school utilizes consistent systems for gathering internal data, enhanced by Bloom’s taxonomy in pre- and post-moderation processes.
The school is compliant with the MoE curriculum, and cross-curricular links are well embedded across core subjects.
Thorough arrangements for health and safety, including child protection, are a significant strength and well-known by all stakeholders.
Parents' active involvement in initiatives like 'Friends of the Environment' positively enhances the quality of education.
The principal's vision for affordable quality education and the school’s 'One Family' motto ensure diverse students are well cared for and encouraged to reach their full potential.
Attainment and progress in Islamic Education and UAE Social Studies have improved to Very Good across several cycles. However, achievement in Cycle 3 Mathematics and English has declined, partly due to the challenges posed by new students who are beginners in English language learning.
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Driven by the principal’s vision for affordable quality education and the school’s motto of ‘One Family’, leadership ensures that a wide diversity of students are well cared for and encouraged to reach their full potential. Leaders recognize the need to improve the capacity and capability of middle leaders and ensure consistent teaching quality to continue overall school improvement.
Students demonstrate Very Good attainment and progress in Islamic Education and UAE Social Studies across all cycles. While progress in Cycle 3 Science has improved to Very Good, attainment in Cycle 3 English and Mathematics has declined. Challenges exist in Arabic as a first language for KG and Cycle 2, and in English-medium subjects across all cycles, particularly for new joiners.
Students exhibit Very Good personal development, displaying positive attitudes and respectful behavior. Understanding of Islamic values is Good, but knowledge of UAE history, culture, and other world cultures needs improvement. Social responsibility and innovation skills are Good, with a need for expanded participation in community service and environmental care activities beyond the school.
Teaching quality is Good in KG, Cycle 1, and Cycle 2, and Very Good in Cycle 3, though consistency varies, especially with new teachers. While planning is more consistent with real-world links, effective use of time and data for differentiation remain areas for development. Assessment systems are coherent, with strengths in internal data and moderation, but inconsistent opportunities for self- and peer-assessment and insufficient feedback for next steps.
Curriculum design and adaptation are Good, compliant with the MoE curriculum and featuring well-embedded cross-curricular links. However, the curriculum focuses more on knowledge than skill development, requiring an extended range of subject choices and extra-curricular options. Adaptation needs improvement to meet the needs of all identified groups, especially higher achievers, and to integrate more innovation and enterprise opportunities.
Health and safety, including child protection, remain Very Good. However, care and support have regressed to Good, with some areas posing access issues for those with mobility challenges. The school needs to urgently deploy an inclusion team and SENCO, strengthen identification and support for students with additional learning needs (including gifted and talented), and improve the digital systemization of wellbeing monitoring.