Dar Al Uloom Private School - Baniyas, operating under the MoE (UAE) curriculum, has received an overall Weak rating in its latest ADEK Irtiqa inspection for the 2024-2025 academic year. This marks a significant decline from its previous Good rating in 2022, primarily attributed to substantial staff turnover, leadership changes, and worsening building conditions with unaddressed health and safety concerns.
Academically, students' achievement in Arabic-medium subjects, including Islamic Education and Arabic as a first language, shows mixed results, with social studies maintaining a Good rating across all cycles. However, achievement in English-medium subjects, such as English, Mathematics, and Science, has regressed, with progress in English declining to Acceptable across all phases. Students' learning skills in Cycles 1 and 2 have also regressed to Acceptable due to limited opportunities for critical thinking and technology use.
The quality of teaching has been significantly impacted by staff turnover, leading to a regression in Cycles 1 and 2, though teaching remains Good in KG and Cycle 3, particularly in Arabic-medium subjects. Leadership and management have also regressed, with governance rated as Weak due to a failure to address critical compliance and site safety issues. Despite these challenges, the school maintains positive and supportive partnerships with parents and the wider community.
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Dar Al Uloom Private School - Baniyas Overall Rating
Weak
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Attainment and progress in Arabic-medium subjects, particularly Islamic Education and Arabic as a first language, show mixed results, with some phases maintaining 'Good' while others are 'Acceptable'. UAE Social Studies consistently achieves 'Good' ratings. However, English-medium subjects (English, Mathematics, Science) have largely regressed, with most attainment and progress now rated 'Acceptable' or 'Weak' in standardized assessments, and learning skills also declining. Arabic-medium subjectsUAE Social StudiesEnglish-medium subjectsLearning Skills
Students' personal development, understanding of Islamic values, and social responsibility are consistently rated as 'Good' across all cycles. Students demonstrate a strong appreciation for Islamic values and UAE culture, actively participating in community initiatives and national campaigns, despite punctuality issues. Islamic valuesUAE culturesocial responsibility
The quality of teaching has regressed to 'Acceptable' in Cycles 1 and 2 due to high staff turnover, though it remains 'Good' in KG and Cycle 3, particularly in Arabic-medium subjects. Teaching often lacks promotion of critical thinking, problem-solving, and independent learning, relying heavily on textbooks. Assessment practices are 'Acceptable', providing adequate measurement of student progress. staff turnovercritical thinkingtextbook-drivenassessment practices
Curriculum design and adaptation are rated 'Acceptable' across all phases. While the curriculum is broad and balanced, it focuses primarily on knowledge acquisition at the expense of skill development, and is largely textbook-driven, limiting teachers' ability to go beyond standard content. knowledge acquisitionskill developmenttextbook-driven
Health and safety provisions are rated 'Weak' across all cycles, with significant unaddressed issues including structural damage and poor facility conditions, leading to a 'high risk' classification by Civil Defense. Care and support for students have regressed to 'Acceptable', with limited identification and support for students of determination, low attainers, and gifted students. Health and safetyhigh riskCare and supportstudents of determination
Leadership and management have regressed, with the effectiveness of leadership and self-evaluation rated 'Acceptable', and governance rated 'Weak' due to failure in addressing compliance and site safety. Management, staffing, and facilities are also 'Weak'. Despite these issues, partnerships with parents and the community remain 'Good'. governancesite safetystaffingpartnerships with parents
Standout achievements identified by the inspection team that distinguish this school.
Students across all Cycles demonstrate a clear understanding and appreciation of Islamic values and UAE culture through active participation in religious and national events.
Students demonstrate positive personal development and social responsibility, actively participating in community initiatives and national campaigns.
Attainment and progress in social studies remain good across all cycles, with students demonstrating above curriculum standards and strong engagement in national identity topics.
Relationships between parents and the school are strong, with frequent communication, active parental involvement in school life, and well-structured academic reporting systems.
Teaching in KG and Cycle 3 is good, particularly in Arabic-medium subjects, where lessons reflect stronger engagement and progress compared to other areas.
Students' achievement in Arabic-medium subjects has remained broadly stable or declined slightly, while English-medium subjects have regressed with no improvement evident. Learning skills in Cycles 1 and 2 have also regressed.
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership and management have regressed overall, with key areas like effectiveness of leadership, self-evaluation, and governance declining. While some operational improvements have been made, self-evaluation is underdeveloped, and governance has failed to address critical compliance and site safety issues. High staff turnover and inadequate resources further hinder effective management, though partnerships with parents remain a strength.
Students' achievement in Arabic-medium subjects shows mixed performance, with some areas maintaining 'Good' while others are 'Acceptable' or have regressed. English-medium subjects have largely declined, with attainment and progress rated 'Acceptable' or 'Weak' in standardized assessments, and learning skills also showing regression in Cycles 1 and 2.
Students consistently demonstrate 'Good' personal development, a strong understanding of Islamic values, and awareness of Emirati and world cultures. They show positive social responsibility and actively participate in community initiatives, though punctuality remains an area for improvement.
The quality of teaching has regressed to 'Acceptable' in Cycles 1 and 2 due to high staff turnover, but remains 'Good' in KG and Cycle 3, particularly in Arabic-medium subjects. Teaching generally lacks strategies to promote critical thinking and independent learning, relying on textbooks. Assessment practices are 'Acceptable', adequately measuring student progress.
Curriculum design and adaptation are rated 'Acceptable' across all phases. The curriculum is broad and balanced but focuses heavily on knowledge rather than skill development, and its textbook-driven nature limits teachers' ability to innovate or adapt content effectively.
Health and safety provisions are rated 'Weak' across all cycles, with significant unaddressed hazards and a 'high risk' building classification. Care and support for students have regressed to 'Acceptable', with insufficient identification and targeted support for students of determination, low attainers, and gifted students.