Belvedere International School, Al Ain
ADEK Inspection Report & Ratings 2025
Last updated
Executive Summary
Belvedere International School has achieved an overall ADEK Irtiqa rating of Good for the 2025-2026 academic year, marking an improvement from its previous 'Acceptable' rating in 2025. The school, offering a British curriculum in Al Ain, demonstrates a clear commitment to enhancing educational outcomes and student experience.
Significant improvements were observed in Arabic-medium subjects, particularly in Phase 3, where achievement is now rated Good across all subjects. English and Mathematics achievement in Phase 1 also reached Good. Students' personal development in Phase 3 improved to Very Good, reflecting their secure appreciation of Islamic values, UAE heritage, and national identity.
The school maintains rigorous safeguarding procedures and effective supervision, ensuring a safe and secure environment. Leadership has strengthened, providing clear direction and a strong commitment to inclusion, supported by effective parental engagement and constructive governance.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Belvedere International School Overall Rating
Good
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement has improved in Arabic-medium subjects, particularly in Phase 3, now rated Good across all subjects. English and Mathematics are Good in Phase 1, though outcomes are mixed in English-medium subjects in phases 2 and 3, with science attainment remaining Acceptable across all phases. Arabic-medium subjectsEnglishMathematics
Students' personal development is Good in phases 1 and 2, improving to Very Good in Phase 3. They demonstrate a secure appreciation of Islamic values, UAE heritage, and national identity through respectful behavior and participation in cultural activities. Social responsibility and innovation skills have improved to Good across all phases. Islamic valuesUAE heritagenational identitySocial responsibility and innovation skills
Teaching is Good in phases 1 and 2, improving from Acceptable in Phase 2 due to greater consistency in lesson planning and teacher-student interactions, especially in Arabic-medium subjects. Assessment practices have improved to Good across all phases, with strengthened reliability of assessment information and data analysis. Arabic-medium subjectsAssessment practices
Curriculum design and implementation have improved to Good across all phases following a comprehensive review, ensuring stronger alignment with national and British curriculum requirements. Curriculum adaptation is Good in Phase 1, offering flexible learning through play, but remains inconsistent in phases 2 and 3. Curriculum design and implementationNational Curriculum for England
Health and safety are consistently Very Good across all phases, underpinned by rigorous safeguarding procedures and well-maintained facilities. Care and support are Good, with strengthened processes for identifying students with additional learning needs, though in-lesson support and systematic identification of gifted students in Arabic-medium subjects require further consistency. Health and safetysafeguarding proceduresstudents of determination
The effectiveness of leadership and self-evaluation has improved to Good, reflecting strengthened leadership capacity, clearer roles, and systematic monitoring of school improvement priorities. Governance and parental partnerships remain Good, providing effective oversight and a strong foundation for ongoing school improvement. Effectiveness of leadershipself-evaluationparental partnerships
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Arabic Achievement
Students' achievement in Arabic-medium subjects has significantly improved, particularly in Phase 3, where it is now rated Good across all subjects.
Strong Personal Development
Students demonstrate secure appreciation of Islamic values, UAE heritage, and national identity, with personal development in Phase 3 improving to Very Good.
Enhanced Teaching & Assessment
Teaching in phases 1 and 2, and assessment across all phases, have improved to Good, reflecting greater consistency and strengthened reliability of data.
Robust Safeguarding
Rigorous safeguarding procedures, effective supervision, and well-maintained facilities ensure a Very Good standard of health and safety for all students.
Strengthened Leadership
Leadership effectiveness and self-evaluation have improved to Good, with clearer roles and systematic monitoring driving school improvement.
Effective Parental Engagement
Strong communication and stakeholder engagement foster positive partnerships with parents and the community, supporting school improvement.
Academic Performance Breakdown
Overall, students' achievement in Arabic-medium subjects improved across multiple phases and subjects, with only a few regressions. In English-medium subjects, achievement presents a mixed picture, with improvement in Phase 1 but more variable outcomes in phases 2 and 3.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leadership demonstrates a clear commitment to improving outcomes, with strengthened capacity and more systematic monitoring of teaching, learning, and assessment. Self-evaluation is now more credible, and improvement planning provides a clearer basis for action, though inconsistencies in English-medium subjects indicate further work is needed to secure consistently effective outcomes.
Inspection Findings
Students' Achievement
Students demonstrate above curriculum standards in Islamic Education and Arabic across phases, with improvements in Phase 3. English and Mathematics show Good attainment in Phase 1, but higher-order skills and consistent progress remain less developed in phases 2 and 3. Science attainment is Acceptable across all phases, with a decline in progress in Phase 3.
Personal & Social Development
Students exhibit Good personal development in phases 1 and 2, and Very Good in Phase 3. They show secure appreciation of Islamic values, UAE heritage, and national identity. Social responsibility and innovation skills have improved to Good across all phases, though younger students' leadership and independent project management are less consistent.
Teaching & Assessment
Teaching is Good in phases 1 and 2, improving in Phase 2 due to greater consistency in lesson planning and teacher-student interactions, particularly in Arabic-medium subjects. In Phase 3, teaching remains less consistent, especially in English-medium subjects. Assessment practices have improved to Good across all phases, strengthening the reliability of data and tracking of student progress.
Curriculum Design & Adaptation
Curriculum design and implementation have improved to Good across all phases, following a comprehensive review that strengthened alignment with national and British curriculum requirements. Curriculum adaptation is Good in Phase 1, offering flexible learning through play, but remains inconsistent in phases 2 and 3, particularly in adapting for different student groups.
Protection, Care & Support
Health and safety are Very Good across all phases, supported by rigorous safeguarding and well-maintained facilities. Care and support are Good, with strengthened processes for identifying students of determination and providing intervention. However, the quality and impact of in-lesson support and systematic identification of gifted students in Arabic-medium subjects remain variable.
Areas for Development
- •Raise students’ attainment and progress, particularly in English-medium subjects in phases 2 and 3, by strengthening reading, speaking, and writing skills, developing mathematical fluency and problem-solving, and enhancing scientific inquiry and critical thinking across subjects.
- •Improve teaching, assessment, and curriculum adaptation, especially in English-medium subjects in phases 2 and 3, through better planning, higher-order thinking activities, effective use of resources, consistent use of assessment for targeted support, and increased opportunities for innovation and independent problem-solving.
- •Improve the effectiveness and impact of leadership and management by strengthening leadership accountability to secure consistently high-quality teaching and learning, enhancing the accuracy of self-evaluation, strengthening middle leaders' capacity, and optimizing the evaluation and deployment of professional learning and resources.
- •Improve outcomes in TIMSS and PIRLS international assessments and achieve school performance targets by aligning curriculum and assessment with international benchmarks, providing regular opportunities for real-life application, using assessment data for targeted interventions, and systematically evaluating improvement initiatives.