Far Eastern Private School branch Sharjah - Al Abar
Executive Summary
Far Eastern Private School - Branch 1, located in Halwan, Sharjah, received an overall effectiveness rating of Acceptable in its latest School Performance Review for the 2024-2025 academic year. This rating remains consistent with the previous review, highlighting a safe and respectful learning environment with effective attendance management.
The school demonstrates stronger student achievement and teaching quality in Phases 3 and 4 compared to Phases 1 and 2. Key strengths include students' progress in Mathematics and English in higher phases, positive attitudes and behavior, strong teacher-student relationships, and high attendance rates. The leadership team is actively implementing strategies to enhance teaching, lesson planning, and assessments.
Areas identified for improvement include student progress and attainment in Phases 1 and 2, particularly in Arabic as a Second Language. The school also needs to improve the quality of teaching in earlier phases, the use of assessment data for instruction and curriculum modification, and support for students of determination and gifted and talented students. Facilities and resources in Phase 1 also require development.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Far Eastern Private School branch Sharjah - Al Abar Overall Rating
Acceptable for 3+ consecutive years
SPEA Performance Standards
The performance standards used by SPEA to evaluate school quality across Sharjah.
The school provides acceptable provision for students of determination and gifted and talented students. However, the identification and support for these students are noted as key areas for improvement, indicating that their specific needs are not consistently met across all phases. Students of DeterminationGifted and Talented
Students' personal development is rated Good across all phases, demonstrating self-reliance, responsible attitudes, and mutual respect. Health and safety arrangements, including child protection and safeguarding, are also Good. However, students' choices regarding healthy food and drink are less consistent. Personal developmentHealth and safetyChild protection
The school uses international benchmark assessments like PISA, TIMSS, and PIRLS to measure student performance against National Agenda targets. While performance in English, Mathematics, and Science is generally in line with expectations, Arabic performance is below expectations, and the analysis of assessment data for improvement is not yet fully effective. PISATIMSSPIRLSNational Agenda targets
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Progress in Higher Phases
Students demonstrate good progress in Mathematics and English, particularly in Phases 3 and 4.
Positive Student Conduct
Students exhibit positive attitudes, good behavior, and respectful relationships with peers and staff across the school.
High Attendance Rates
The school maintains very good student attendance and punctuality across all phases, indicating a strong commitment to learning.
Strong Parental Involvement
The school benefits from strong partnerships with parents, who are actively involved in their children's education and school initiatives.
Phase 4 Social Contributions
Students in Phase 4 actively contribute to social responsibility initiatives and demonstrate leadership in school projects.
Academic Performance Breakdown
Students' achievement is acceptable overall, with notable strengths in English, Mathematics, and Science in the higher phases (Phases 3 and 4). Progress and attainment in Phases 1 and 2, and in Arabic as a Second Language, require significant improvement. The school's internal assessment data does not always align with observed classroom performance.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team is actively working to drive school improvement by identifying and implementing strategies for teaching, lesson planning, and assessments. They have successfully fostered strong partnerships with parents and promote a positive school ethos, though further development is needed in self-evaluation and resource management, especially for early phases.
Inspection Findings
Students' Outcomes
Students’ achievement is acceptable overall, with stronger performance observed in Phases 3 and 4, particularly in English, Mathematics, and Science. However, achievement in Phases 1 and 2, and in Arabic as a Second Language, requires significant improvement.
Personal Development
Students’ personal and social development and their innovation skills are good overall. Students demonstrate positive attitudes, responsible behavior, and a clear understanding of Islamic values and Emirati culture. Attendance and punctuality are very good.
Teaching Quality
The quality of teaching and assessment is acceptable overall, with stronger teaching in Phases 3 and 4. While teachers demonstrate secure subject knowledge, the use of differentiated activities and assessment data to challenge all students, especially in Phases 1 and 2, is inconsistent and requires improvement.
Protection & Care
The protection, care, guidance, and support of students are acceptable overall. Health and safety, including child protection and safeguarding arrangements, are good. However, the provision and support for students of determination and gifted and talented students need further development.
Areas for Development
- •Improve effective teaching practices to raise the quality of learning and students’ achievement across all subjects, with a particular focus on Phases 1 and 2.
- •Enhance teachers’ use of assessment data in planning learning activities to fully challenge students of different abilities, including those with special educational needs and gifted and talented students.
- •Strengthen students’ preparation and development of knowledge and skills in core subjects, including through practice tests, to improve learning outcomes.
- •Foster students’ development of critical thinking, problem-solving, and innovation skills across all phases.
- •Improve the identification and support for students with special educational needs (SEN) and gifted and talented (G&T) students.
- •Develop middle leaders’ capacity and provide professional development to support and improve teaching quality.
- •Enhance the facilities, resources, and learning environment in Phase 1.