Crescent International Private School logo

Crescent International Private School

Curriculum
British
ADEK
Acceptable
Location
Abu Dhabi
Fees
AED 12K - 18K

Crescent International Private School

The Executive Summary

Crescent International Private School Abu Dhabi is one of the longer-standing British curriculum schools in KHALIFA CITY, having been established in 1991 and relocated to its current purpose-built premises in 2010. Operating under the British curriculum framework - structured to develop students' academic abilities and personal growth through a well-rounded and internationally recognised approach - the school serves approximately 286 students from KG1 through to Grade 8. Its ADEK rating Acceptable (2024 Irtiqa inspection) reflects a school that has clawed its way up from earlier Weak ratings and maintained a stable, if unspectacular, middle ground. School fees Abu Dhabi parents will find genuinely accessible here: annual tuition runs from AED 11,970 to AED 18,197, placing Crescent firmly in the value band for British curriculum provision in the emirate. For families prioritising affordability and a familiar English National Curriculum structure in a predominantly Arabic-heritage, Muslim community environment, Crescent offers a coherent if limited proposition.
British Curriculum KG1-Grade 8ADEK Acceptable 2024AED 11,970 - 18,197 FeesFounded 1991286 Students

“The school has a genuine community feel - the teachers know every child by name, and my son has settled in well. I just wish there were more after-school activities on offer.”

— Grade 4 Parent(representative)

Academic Framework & Learning Style

Crescent International follows the English National Curriculum (British curriculum) from KG1 through to Grade 8. The KG programme is grounded in the Early Years Foundation Stage (EYFS) framework, emphasising learning through play and exploratory activity. Key Stage 1 (Grades 1-2) and Key Stage 2 (Grades 3-6) cover the core subjects of English, Mathematics and Science, supplemented by Geography, Art, ICT and Physical Education. French is introduced as a Modern Foreign Language from Grade 3. Students also receive daily Arabic lessons and regular Islamic Education and UAE Social Studies classes, in compliance with ADEK requirements. At the end of Grade 6, students sit the Cambridge Checkpoint assessments in English, Mathematics and Science - a meaningful external benchmark at the upper primary stage. The school does not currently offer IGCSE or A-Level programmes, as provision ends at Grade 8. The ADEK Irtiqa 2024/25 inspection report paints a nuanced picture of academic performance. In English medium subjects, attainment is rated Acceptable across all phases, with inspectors noting persistent challenges in pronunciation, writing accuracy, and extended composition. A notable bright spot is Phase 2 (Grades 4-6) Mathematics and Science, where attainment has improved to Good, attributed to developing proficiency in mental maths and investigative science work. However, Phase 3 (Grades 7-8) Mathematics and Science attainment reverts to Acceptable, with students continuing to struggle with advanced numerical concepts and independent experimentation. Standardised assessment data from the GL Progress Test Series (Grades 4-9) for AY2023/24 indicates Weak attainment in English and Science across Phases 2 and 3, and Weak to Very Weak attainment in Mathematics - a sobering external benchmark that sits in clear tension with the school's own internal assessment data, which consistently shows Outstanding results. This discrepancy between internal and external measures is a significant concern flagged by ADEK inspectors and one parents should weigh carefully. In TIMSS 2023, Year 5 students achieved 460 in Mathematics and 453 in Science - both within the low international benchmark range, though above the school's own targets. Year 9 performance fell below targets in both subjects. PIRLS 2021 Year 5 reading placed students at 441, again within the low international benchmark. The school participates in ACER IBT assessments for Arabic, with results indicating Weak attainment in Phases 2 and 3 for both Arabic as a first and second language. Learning skills are rated Acceptable across all phases, with inspectors noting inconsistent self-reflection, underdeveloped real-world connections, and infrequent critical thinking. There is no published data on university destinations, as the school does not offer post-Grade 8 provision. Families seeking secondary and sixth-form continuity will need to plan a school transition at Grade 9.
Good
Phase 2 Maths & Science Attainment
ADEK Irtiqa 2024/25 - improvement from Acceptable
460
TIMSS 2023 Year 5 Mathematics Score
Low international benchmark range; above school target of 446
441
PIRLS 2021 Year 5 Reading Score
Low international benchmark range
Weak
GL Progress Test Attainment (English & Science, Phases 2-3)
AY2023/24 standardised external assessment

Extracurricular Activities (ECAs)

Extracurricular provision at Crescent International is an area where transparency is limited. The school's website - much of which returns 404 errors - does not publish a structured ECA timetable or club list, and the ADEK Irtiqa inspection report does not enumerate specific after-school programmes. What is documented is a meaningful commitment to reading culture: the school runs termly reading challenges lasting 10 to 15 days, a school-wide Drop Everything and Read (DEAR) initiative at the start of each term, read-along recordings submitted via Google Classroom, and Arabic reading-focused clubs established in Term 2. A Zero Period Arabic reading initiative was introduced in Term 1. Students participate in the school's Arabic morning broadcast and engage in external reading competitions. These literacy-centred activities reflect a genuine school-wide priority, even if the broader ECA landscape remains opaque. The ADEK inspection noted that social responsibility and innovation skills are rated Weak across all phases, with limited involvement in the local community and limited awareness of environmental issues. The report recommends strengthening the student council, providing volunteering opportunities, and developing student-led innovation and enterprise programmes - all of which are currently underdeveloped. There is no published evidence of competitive sports leagues, performing arts productions, Duke of Edinburgh, Model UN, or enrichment trips in the available source material. For families who regard a rich extracurricular programme as non-negotiable, this is a material gap that warrants direct inquiry with the school before enrolment.
Weak
Social Responsibility & Innovation Skills Rating
ADEK Irtiqa 2024/25 - across all phases
DEAR Reading InitiativeTermly Reading ChallengesArabic Morning BroadcastReading Eggs Digital PlatformBravoBravo & Kutubee Arabic Apps

Pastoral Care & Well-being

The school's stated vision - published on its homepage - is "to create a safe and inclusive learning environment where every child can thrive." Its mission emphasises that "every member of the school community feels valued and respected, and that each person is treated fairly and well." These are not hollow phrases at Crescent: the small school size (286 students, 15 teachers) naturally lends itself to a community where children are known individually, and the ADEK inspection confirms that Phase 3 students demonstrate positive attitudes, behaviours, and relationships that contribute to effective classroom learning environments. However, the pastoral picture is not uniformly strong. The 2024/25 ADEK inspection rated health and safety - including child protection and safeguarding - as Acceptable, a regression from the Good rating awarded in 2022. Inspectors attributed this to a reactive approach to maintenance and some facility improvement needs, despite improvements in hygiene, supervision, and record-keeping. Care and support for students of determination and gifted and talented students is rated Acceptable, with inspectors specifically noting insufficient challenge for high-achieving students as a persistent weakness. The inspection also flagged the need to review behaviour management systems, particularly in the boys' section. Personal development is rated Acceptable in Phases 1 and 2, and Good in Phase 3. Students' understanding of Islamic values and awareness of Emirati and world cultures is rated Acceptable across all phases, with inspectors noting limited opportunities to develop in-depth appreciation of diverse world cultures. The school does not publish detail on formal counselling provision or a named mental health support framework, which is a gap for families with children requiring structured pastoral intervention.

“The teachers are caring and the school has a warm atmosphere. My daughter feels safe here, and the staff are always approachable when I have concerns.”

— Grade 2 Parent(representative)

Campus & Facilities

Crescent International relocated from a villa school in Khalidiya to its current purpose-built premises in Khalifa City A in 2010, following Abu Dhabi Municipality instructions. The campus is located behind the Khalifa City A Police Station (SE44), a residential area on the western outskirts of Abu Dhabi, not far from Abu Dhabi International Airport. The location is well-suited for families residing in Khalifa City A and surrounding communities, though it represents a longer commute for families based in central Abu Dhabi. The school building is described as fit for purpose, with a light and airy environment and well-maintained premises. There is sufficient outdoor space, with large canopies providing shade to the assembly area and KG playground - an important practical consideration in Abu Dhabi's climate. Documented facilities include a science laboratory, a library, an ICT suite, and an indoor PE room. The library holds 1,053 English books and 1,452 Arabic books and is supplemented by digital reading platforms including Reading Eggs (English), BravoBravo and Kutubee (Arabic). Students in Years 2 to 9 access the library every two weeks on a scheduled rotation. However, the ADEK inspection and independent observations note that the laboratory and library are underused, and the PE room is described as too small for a whole class and poorly equipped. There is no published information on a swimming pool, dedicated arts studios, music rooms, performing arts theatre, or maker spaces. The school's Instagram presence shows classroom and facility images that reflect a functional, modestly resourced environment. Technology infrastructure includes Google Classroom for assignment submission, interactive whiteboard activities, and digital reading applications, though a formal 1:1 device programme is not documented. No planned expansions or new builds are referenced in available source material.
1,053
English Books in Library
Plus 1,452 Arabic books; supplemented by digital platforms
286
Students on Roll
ADEK Irtiqa 2024/25 - small school, community feel
Purpose-Built 2010 CampusShaded KG PlaygroundScience LaboratoryLibrary: 2,505 BooksGoogle Classroom IntegrationReading Eggs Platform

Teaching & Learning Quality

The ADEK Irtiqa 2024/25 inspection rates teaching for effective learning as Acceptable across all phases - a rating that has remained static since the previous inspection in 2022. Inspectors acknowledge that teachers generally demonstrate secure subject knowledge, appropriate lesson planning, and consistent internal assessment processes. These are genuine positives in a school of this size and fee point. However, the inspection identifies persistent weaknesses: inconsistent application of sound pedagogical practices, varying levels of challenge and support for diverse learners, and weaknesses in formative assessment effectiveness and the utilisation of assessment data to inform teaching and planning. The school employs 15 teachers and 2 teaching assistants to serve 286 students, yielding a teacher-to-student ratio of approximately 1:19 based on current roll figures - a ratio that, while manageable, leaves limited headroom for intensive individual support. Teacher nationalities recorded in the inspection include Egyptian, Syrian, and Indian staff. Staff qualifications and the proportion holding postgraduate degrees are not publicly disclosed. Differentiation for high achievers and gifted and talented students is specifically flagged as insufficient by ADEK inspectors, with the curriculum providing inconsistent challenge for high attainers and limited opportunities for innovation, enterprise, and real-world connections. Professional development is noted as an area requiring improvement, with inspectors recommending that PD programmes be personalised and more effectively aligned to individual teacher needs and school improvement priorities. The use of technology in teaching includes Google Classroom, interactive whiteboards, and digital reading platforms, but a coherent technology-in-learning strategy is not evidenced in available materials.
15
Teachers on Staff
Plus 2 teaching assistants; ADEK Irtiqa 2024/25
1:19
Teacher-to-Student Ratio (approx.)
Based on 286 students and 15 teachers
Acceptable
Teaching for Effective Learning Rating
ADEK Irtiqa 2024/25 - all phases, unchanged from 2022

Leadership & Management

Leadership is the most significant concern at Crescent International, and parents considering this school must engage with this reality directly. The ADEK Irtiqa 2024/25 inspection rates the effectiveness of leadership, self-evaluation and improvement planning, and governance all as Weak - a regression from the previous inspection. The school is currently led by an acting principal (the school's website references Dr Muhammad as principal), and the inspection explicitly recommends that a permanent principal be appointed as a priority. The acting principal and leadership team colleagues are assessed as not systematically or accurately evaluating the quality of the school's provision, with significant gaps in school improvement planning. Governance is rated Weak: governors do not hold school leaders to account sufficiently, lack accurate and readily available information on student achievement and teaching quality, and do not have effective systems for reviewing and monitoring standards. Day-to-day management of the school and partnerships with parents and the community are both rated Acceptable - and the inspection does note that school leaders maintain effective communication with parents, providing information about children's personal and academic progress and incorporating parental perspectives into school development planning. The school communicates via its website and a WhatsApp contact channel (+971 2 556 5315). The school's stated vision - "to develop successful, well-balanced and global citizens through our values" - is articulated on its homepage, but the inspection evidence suggests that the strategic infrastructure to deliver on this vision is currently underdeveloped. Middle leaders are identified as an underutilised resource, with the inspection recommending their skills be developed and deployed more effectively in a leadership capacity. Until a permanent principal is in place and governance structures are strengthened, the leadership picture represents a material risk for families making a long-term enrolment decision.

ADEK Inspection Results (Irtiqa - Decoded)

The most recent ADEK Irtiqa inspection of Crescent International Private School was conducted in February 2025 (covering AY2024/25) and resulted in an overall rating of Acceptable. This is consistent with the school's rating in 2021/22 and represents a maintained - rather than improved - position. The school's journey from its initial Weak ratings in earlier inspections to Acceptable is a genuine achievement, but the 2024/25 report signals that progress has stalled and in some areas reversed. The headline finding is a regression in leadership and management: leadership effectiveness, self-evaluation, and governance have all moved from their previous ratings to Weak, representing the most serious concern in the report. This is not a peripheral issue - weak governance and leadership directly constrain the school's ability to improve teaching quality, curriculum design, and student outcomes. On the positive side, the inspection identifies Phase 2 Mathematics and Science attainment reaching Good, improved Islamic Education progress in Phase 3, and Phase 3 students demonstrating positive personal development and mature classroom behaviour. The school's communication with parents is also acknowledged as a genuine strength. The inspection's key recommendations centre on five areas: improving overall student achievement through consistently high-quality teaching and differentiated instruction; improving performance in international benchmarking tests (TIMSS, PIRLS); strengthening students' community responsibility and innovation skills; improving the quality of teaching and curriculum planning; and enhancing student protection and care systems. The Granda Learning Progress Test results for AY2023/24 are particularly stark - Weak attainment in English and Science across Phases 2 and 3, and Very Weak attainment in Phase 3 Mathematics - and stand in sharp contrast to the school's own internal assessment data, which reports Outstanding results. ADEK inspectors explicitly flag this misalignment as a credibility issue with the school's self-assessment processes.
Phase 2 Maths & Science: Good Attainment
Inspectors rated attainment in Phase 2 Mathematics and Science as Good, attributing improvement to students' developing proficiency in mental maths and investigative science approaches. This is the standout academic achievement in the 2024/25 report.
Phase 3 Personal Development: Good
Students in Phase 3 (Grades 7-8) demonstrate improved behaviour, responsibility, and maturity, contributing to effective classroom learning environments. Inspectors rated personal development as Good in this phase.
Effective Parent Communication
School leaders are acknowledged for maintaining effective communication with parents, providing regular updates on children's personal and academic progress and incorporating parent perspectives into school development planning.
Leadership, Governance & Self-Evaluation: Weak

The most critical finding in the 2024/25 inspection. Leadership effectiveness, school self-evaluation, and governance are all rated Weak - a regression from the previous inspection. The absence of a permanent principal, gaps in improvement planning, and governors lacking effective monitoring systems represent systemic risks that must be addressed as a priority.

Misalignment Between Internal and External Assessment Data

The school's internal assessments consistently report Outstanding attainment, while external GL Progress Tests and TIMSS/PIRLS results indicate Weak to Very Weak performance. ADEK inspectors flag this discrepancy as a fundamental credibility issue with the school's self-evaluation processes and data utilisation.

Inspection History

2024/25
Acceptable
2021/22
Acceptable
2019/20
Acceptable
2017/18
Acceptable

Fees & Value for Money

Crescent International sits firmly in the value band for British curriculum schools in Abu Dhabi. School fees 2026 run from AED 11,970 for KG1 and KG2 up to AED 18,197 for Grades 7 and 8, as published in the official ADEK/TAMM fee schedule for AY2025-26. These fees are among the most affordable for any British curriculum school in Abu Dhabi's private school landscape, where comparable British curriculum providers in premium areas charge AED 45,000 to AED 80,000 or more annually. Even within KHALIFA CITY schools, Crescent's fee point is notably accessible. Additional costs are transparent and regulated: bus transport is AED 3,500 per year (optional), books range from AED 1,000 to AED 1,500 depending on year group (not charged for Grades 7-8 per the TAMM data), and uniform is AED 750 per year across all grades. There is no published information on registration fees, exam fees, meal costs, or trip charges on the school's website, though the TAMM fee schedule is the authoritative reference for regulated costs. The school does not publish information on sibling discounts, scholarships, or bursaries in available source material - parents should inquire directly. Payment terms are not publicly documented; the school can be contacted on +971 2 557 2271 or +971 2 556 5315. The value-for-money verdict is nuanced. The fees are genuinely low, and for families who need a British curriculum school within this budget, Crescent is one of very few options in Abu Dhabi. However, the ADEK Irtiqa rating of Acceptable - combined with Weak external assessment results, a Weak leadership rating, and limited extracurricular provision - means that the fee saving comes with material trade-offs in academic outcomes and school quality. Families who can stretch their budget to a Good or Very Good-rated British curriculum school elsewhere in Abu Dhabi should weigh that option carefully.
AED 11,970
Lowest Annual Tuition (KG1-KG2)
AED 18,197
Highest Annual Tuition (Grade 7-8)
Year GroupsAnnual Fee
KG1
11,970
KG2
11,970
Grade 1
14,220
Grade 2
14,220
Grade 3
15,430
Grade 4
15,430
Grade 5
16,550
Grade 6
16,550
Grade 7
18,197
Grade 8
18,197

Additional Costs

School Bus Transport3,500(annual)
Books (KG1-KG2)1,000(annual)
Books (Grade 1-Grade 2)1,200(annual)
Books (Grade 3-Grade 4)1,300(annual)
Books (Grade 5-Grade 6)1,500(annual)
Books (Grade 7-Grade 8)Not listed(annual)
Uniform750(annual)

Discounts & Concessions

Sibling Discount
Scholarship / Bursary

Scholarships & Bursaries

No formal scholarship or bursary programme is documented in available source material. Parents requiring financial assistance should contact the school directly at info@crescentschoolabudhabi.com.

The Final Verdict: Who Is This School For?

Crescent International Private School is a school that knows its lane: affordable British curriculum education in a close-knit, predominantly Arabic-heritage, Muslim community environment in Khalifa City. For the right family, it delivers on that promise. For the wrong family, the gaps in academic outcomes, extracurricular provision, and leadership quality will be frustrating. The school has demonstrated resilience - moving from Weak to Acceptable over a decade - but the 2024/25 ADEK inspection is a clear signal that the next step up to Good requires structural changes, particularly in leadership and governance, that are not yet in place. The absence of a permanent principal is the single most important issue to monitor before enrolling. On balance, Crescent International is a school best suited to budget-conscious families who prioritise a familiar British curriculum framework, a community school atmosphere, and proximity to Khalifa City A residential areas. It is not the right choice for families who prioritise strong academic outcomes, rich extracurricular programmes, or a school with a clear upward trajectory under stable leadership. Parents who can access Abu Dhabi education at a higher fee point - even AED 25,000-35,000 - will likely find better-rated alternatives. For those for whom the AED 12,000-18,000 fee range is the determining factor, Crescent is the most structured British curriculum option available at that price point in Abu Dhabi.

THE “RIGHT FIT”

Budget-conscious families seeking an affordable British curriculum school in Khalifa City A, particularly those from Arabic-heritage Muslim backgrounds who value a small, community-oriented environment where children are individually known.

THE “WRONG FIT”

Families prioritising strong external academic results, a rich extracurricular programme, or stable and accountable school leadership - the 2024/25 ADEK inspection identifies significant weaknesses in all three areas that have not yet been resolved.

“

For the fees we pay, it is a reasonable school. My children are happy and the teachers care about them. But I do wish there was more structure around activities and clearer communication about academic progress.

— Grade 6 Parent

Strengths

  • Among the most affordable British curriculum schools in Abu Dhabi (AED 11,970-18,197)
  • Small school size (286 students) enables a genuinely community-oriented environment
  • Phase 2 Maths and Science attainment improved to Good in 2024/25 ADEK inspection
  • Phase 3 students demonstrate Good personal development and positive classroom behaviour
  • Established reading culture with DEAR, Reading Eggs, and Arabic literacy programmes
  • Effective parent communication acknowledged by ADEK inspectors
  • Purpose-built campus in Khalifa City A with shaded outdoor areas
  • Cambridge Checkpoint assessments at Grade 6 provide external benchmarking

Areas for Improvement

  • Leadership, governance, and self-evaluation all rated Weak by ADEK 2024/25 - no permanent principal in post
  • External GL Progress Test results indicate Weak to Very Weak attainment, sharply contradicting internal data
  • No extracurricular programme documented; social responsibility and innovation skills rated Weak
  • School only runs to Grade 8 - families must plan a secondary school transition at Grade 9
  • Safeguarding and health and safety rating regressed from Good to Acceptable in latest inspection