Excel International School, Al Ain
ADEK Inspection Report & Ratings
Last updated
Executive Summary
Excel International School has demonstrated a significant commitment to continuous improvement, elevating its overall performance judgment from Acceptable to Good since the previous inspection in 2024. This positive trajectory reflects the leaders' dedication to enhancing educational quality.
The school has achieved notable academic improvements, particularly in Arabic-medium subjects, where attainment and progress have improved across primary and secondary phases. English-medium subjects, including English, Mathematics, and Science, have also shown overall improvement, with some phases achieving Very Good attainment in Mathematics and Science at the secondary level. Learning skills have mirrored these trends, improving to Good in primary and secondary.
Beyond academics, students' personal and social development, along with their innovation skills, have improved to Good across all phases. The school maintains Very Good attendance levels and robust health, safety, and safeguarding measures. Teaching quality has improved to Good in primary and secondary, supported by professional development, and the curriculum has been adapted based on assessment outcomes. Leaders and governors are clearly committed to sustained improvement, ensuring necessary resources and facilities.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Excel 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 to Good overall, with significant progress in both Arabic and English-medium subjects across primary and secondary phases. Attainment in secondary Mathematics and Science has reached Very Good, while learning skills have also improved to Good. However, consistency in progress for high-ability and students of determination needs strengthening. GoodVery Good
Students' personal and social development, including innovation skills, is Good across all phases. Students demonstrate keenness to learn, positive relationships, and high levels of attendance. They actively participate in sustainability and community projects, fostering a strong sense of social responsibility. GoodVery Good attendance
Teaching quality has improved to Good in primary and secondary, though it remains Acceptable in FS. Teachers' questioning techniques have improved, and they have access to assessment information. However, the consistent use of this data for differentiation, particularly for students with additional needs and the most able, and the application of constructive feedback, require further development. GoodAcceptable
The curriculum is broad, balanced, and compliant in most aspects, with adaptation improving to Good in phase 2 based on GL-PT outcomes. However, it remains Acceptable overall due to limited evidence of innovation and enterprise in lessons, weak cross-curricular links, and insufficient adaptation for students of determination and the most able. Compliance regarding Arabic as a first language teaching time needs addressing. AcceptableGood
Health, safety, and safeguarding measures are Good, with effective systems in place and comprehensive protocols. Care and support for students have also improved to Good, ensuring high attendance levels. However, the identification and provision of support and challenge for students of determination and those who are gifted or talented require further strengthening. Good
Leadership and management are Good in effectiveness, parent partnership, governance, and management of resources. Leaders are committed to UAE priorities and drive improvement. However, school self-evaluation and improvement planning remain Acceptable, indicating a need for more rigorous monitoring of initiatives and a more evaluative approach to planning. GoodAcceptable
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Academic Outcomes
Attainment and progress have improved to Good levels in core curriculum subjects, particularly in English-medium subjects, Arabic as a second language, and UAE social studies.
Positive Student Development
Students are highly engaged, respectful, and maintain positive relationships with peers and staff, contributing to a supportive learning environment.
Excellent Attendance & Safety
Attendance is Very Good overall, with students arriving on time, complemented by comprehensive health, safety, and safeguarding measures ensuring a secure learning environment.
Enhanced Teaching Quality
The quality of teaching has improved to Good in both primary and secondary phases, supported by professional development programs that strengthen teachers’ subject knowledge and practices.
Responsive Curriculum
The curriculum has been adapted based on GL Progress Test outcomes, ensuring targeted improvements and relevance to student learning needs.
Committed Leadership
School leaders and governors demonstrate a clear commitment to continuous improvement, ensuring access to resources and sustained enhancement in facilities, teaching quality, and student outcomes.
Academic Performance Breakdown
Overall, students' achievement in Arabic-medium subjects has shown improvement in attainment and progress across primary and secondary phases. Similarly, English-medium subjects have shown overall improvement, with some phases showing progress, and others maintaining previous performance levels, with no regression.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leaders at all levels, including the Governing Board, are committed to UAE priorities and have a clear direction for improving the school. They ensure efficient daily operations, appropriate staff deployment, and structured professional development. Governance is strong, holding leaders accountable and providing necessary resources, though self-evaluation and improvement planning require further development.
Inspection Findings
Students' Achievement
Students' achievement has improved across most subjects and phases. While internal data often indicates attainment above curriculum standards, observed knowledge and skills in lessons show some inconsistencies. Progress is generally better than expected, but specific groups like Emirati students and students of determination, as well as high achievers, require accelerated progress and greater challenge.
Personal & Social Development
Students demonstrate Good personal development, understanding of Islamic values, and awareness of cultures, alongside strong social responsibility and innovation skills. They are keen learners with positive relationships, and attendance is Very Good, supported by engagement in sustainability and community projects.
Teaching & Assessment
Teaching for effective learning is Good in primary and secondary but Acceptable in KG. Assessment is Good in secondary but Acceptable in KG and primary. Teachers have access to assessment data but do not consistently use it to plan differentiated lessons for all students, especially those with additional needs or the most able. Constructive feedback is inconsistently applied.
Curriculum Design & Adaptation
Curriculum design and implementation are Acceptable across all phases, with adaptation improving to Good in phase 2. The curriculum is broad, balanced, and compliant, except for the required teaching time for Arabic as a first language. There is limited evidence of innovation, enterprise, and cross-curricular links in lessons, and adaptation for students of determination and the most able needs strengthening.
Protection, Care & Support
Health and safety, including safeguarding, are Good, with effective systems and comprehensive protocols. Care and support for students are also Good, contributing to high attendance. However, the identification of students of determination and those who are gifted or talented, along with tailored support and challenge for these groups, needs further development.
Areas for Development
- •Improve students’ achievement in all subjects, particularly in FS and in the primary phase, by ensuring lesson planning aligns with students' learning needs, providing appropriate support and challenge for the most able, offering targeted interventions for students of low ability and additional needs, and elevating the development of critical thinking, problem-solving, and independent learning skills.
- •Improve teaching and assessment in all phases, particularly in FS and in the primary phase, by using assessment data effectively to plan engaging activities, implementing structured intervention programs, strengthening questioning techniques, ensuring efficient use of lesson time, using assessment for learning strategies, and consistently applying the marking and feedback policy.
- •Sustain high outcomes in TIMSS and ensure high outcomes in PISA and PIRLS international assessments by implementing targeted interventions, aligning the curriculum with assessment frameworks, providing ongoing professional development for teachers, and offering students opportunities to practice and become familiar with international assessment formats.
- •Improve curriculum implementation and modification by ensuring compliance with MoE requirements, particularly for Arabic as a First Language teaching time, strengthening cross-curricular links, ensuring visible opportunities for enterprise, innovation, and creative skills, adapting the curriculum to meet the needs of students of determination and the most able, and integrating structured programs for international benchmarking assessments.
- •Improve the effectiveness of leadership by monitoring the implementation of recently introduced initiatives more rigorously, ensuring the Self-Evaluation Form (SEF) is evaluative and aligns with the School Improvement Plan (SIP), strengthening leadership accountability in using assessment information, expanding training for middle leaders, embedding SMART targets within the SIP, and aligning performance management systems with school priorities.