Crescent International Private School
Executive Summary
Crescent International Private School received an overall Acceptable rating in its latest ADEK Irtiqa inspection for the 2024-2025 academic year. The school, following the British curriculum, has maintained its overall performance since the previous inspection in 2022, with some minor improvements noted in specific academic areas.
Academic achievement shows minor improvements in Islamic Education progress in Phase 3, and in mathematics and science attainment in Phase 2. Students demonstrate developing proficiency in foundational skills, though challenges persist in advanced application, critical thinking, and independent inquiry across various subjects. The school actively participates in international assessments like TIMSS and PIRLS, showing awareness of global benchmarking.
Despite these improvements, leadership and management have regressed to a Weak rating, with significant gaps in self-evaluation, improvement planning, and governance oversight. Health and safety provisions have also regressed to Acceptable, indicating a need for more proactive approaches. The inspection highlights the importance of consistent high-quality teaching, differentiated instruction, and enhanced opportunities for innovation and critical thinking.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Crescent International Private School Overall Rating
Acceptable for 2+ consecutive years
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement remains Acceptable overall, with minor improvements in Islamic Education progress in Phase 3 and in mathematics and science attainment in Phase 2. Challenges persist in areas such as reading fluency, extended writing, and advanced application of concepts, particularly in Arabic and English medium subjects. Learning skills are Acceptable due to inconsistent self-reflection and limited critical thinking opportunities. Islamic Educationmathematicssciencereading fluencycritical thinking
Students' personal development is Acceptable in Phases 1 and 2, and Good in Phase 3, showing developing self-reliance and courteous behavior. However, understanding of Islamic values and awareness of Emirati and world cultures, along with social responsibility and innovation skills, are rated Acceptable due to limited opportunities for in-depth engagement and community involvement. Islamic valuesEmirati culturesocial responsibilityinnovation skills
Teaching and assessment remain Acceptable across all phases. While teachers possess secure subject knowledge and plan lessons appropriately, there is inconsistent application of sound pedagogical practices. Weaknesses include varying challenge and support for diverse learners, ineffective formative assessment, and insufficient use of data to inform teaching and planning. pedagogical practicesformative assessmentdata utilizationdiverse learners
Curriculum design, implementation, and adaptation are Acceptable across all phases. The curriculum focuses more on knowledge acquisition than practical skills, with shallow cross-curricular links limiting knowledge transfer. It meets the needs of low attainers but provides inconsistent challenge for high attainers and limited opportunities for innovation and real-world connections. practical skillscross-curricular linksinnovationreal-world connections
Protection, care, guidance, and support have regressed to Acceptable from a previous Good rating. While hygiene, supervision, and record-keeping have improved, health and safety effectiveness is inconsistent due to a reactive approach to maintenance and facility needs. Care and support for students, including those with additional learning needs, remain Acceptable due to insufficient challenge for high-achieving and gifted students. health and safetychild protectionsafeguardingstudents of determinationgifted and talented
Leadership and management have regressed overall. The effectiveness of leadership, self-evaluation, improvement planning, and governance are rated Weak, while partnerships with parents and day-to-day management are Acceptable. The acting principal and leadership team do not systematically evaluate school provision, and governors lack effective systems for monitoring standards and holding leaders accountable. effectiveness of leadershipself-evaluationgovernanceschool improvement planning
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved English Skills
Students demonstrate improved English language speaking and listening skills as they progress through the school.
Phase 2 Academic Gains
Student attainment in mathematics and science has improved in Phase 2 due to effective utilization of investigative and problem-solving opportunities.
Positive Student Behavior
In Phase 3, students' positive attitudes, behaviors, and relationships contribute to effective classroom learning environments.
Effective Parent Communication
School leaders maintain effective communication with parents, providing information and incorporating parental perspectives into school development planning.
Academic Performance Breakdown
Students' achievement in Arabic medium subjects shows minor improvement in Islamic Education progress in Phase 3. In English medium subjects, attainment improved in Phase 2 mathematics and science. However, overall achievement remains Acceptable across most subjects and phases due to inconsistent skill development and limited opportunities for advanced application and critical thinking.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leadership and management have regressed, with the effectiveness of leadership, self-evaluation, improvement planning, and governance rated Weak. The acting principal and her team lack systematic evaluation and improvement planning, and governors do not provide sufficient oversight or have accurate information readily available.
Inspection Findings
Students' Achievement
Students' achievement is Acceptable across most subjects and phases, with some progress in Islamic Education (Phase 3) and attainment in mathematics and science (Phase 2). However, inconsistent skills in reading, writing, and critical thinking, coupled with internal assessment data discrepancies, indicate areas for significant improvement.
Personal & Social Development
Students' personal development is Acceptable to Good, demonstrating self-reliance and courteous behavior. However, their understanding of Islamic values, Emirati and world cultures, social responsibility, and innovation skills are Acceptable due to limited opportunities for deep engagement and community involvement.
Teaching & Assessment
Teaching and assessment are Acceptable, with teachers showing secure subject knowledge and appropriate planning. However, inconsistent pedagogical practices, varying challenge for diverse learners, and weaknesses in formative assessment and data utilization hinder effective learning and progress across all phases.
Curriculum Design & Adaptation
Curriculum design, implementation, and adaptation are Acceptable. The curriculum prioritizes knowledge over practical skills, features shallow cross-curricular links, and provides inconsistent challenge for high attainers. Opportunities for innovation, enterprise, and real-world connections are limited.
Protection, Care & Support
Protection, care, guidance, and support have regressed to Acceptable. While hygiene and supervision have improved, health and safety effectiveness is inconsistent due to a reactive approach to maintenance. Care for students, including those with additional learning needs, is Acceptable, with insufficient challenge for high-achieving and gifted students.
Areas for Development
- •Improve students’ overall achievement in all subjects by ensuring consistently high-quality teaching, learning, and assessment, providing differentiated instruction, and enhancing opportunities for innovative, critical thinking, and problem-solving skills.
- •Improve students’ achievement in international benchmarking tests (TIMSS, PISA, PIRLS) by aligning the curriculum with international standards, ensuring teacher awareness of test demands, and developing strategies to enhance critical thinking, problem-solving, and reading fluency.
- •Improve students’ understanding of their responsibilities around the school and in the community and of important environmental issues by strengthening the student council, providing volunteering opportunities, fostering student-led innovation, and implementing environmental initiatives.
- •Strengthen the quality of teaching and curriculum planning by improving professional development, matching teaching strategies to learning needs, enhancing curriculum planning for all students, and introducing systematic reviews and cross-curricular links.
- •Enhance systems for protecting, caring, and guiding students by improving understanding of health and safety responsibilities, reviewing behavior management systems, fully implementing identification for additional learning needs and gifted students, and prioritizing healthier canteen options.
- •Improve the quality of school leadership by appointing a permanent principal, clarifying leadership roles, introducing effective self-evaluation systems, establishing effective governance monitoring, and developing middle leaders’ skills.