Global English School
Executive Summary
Global English School in Al Ain has achieved an overall ADEK Irtiqa rating of Good for the 2025-2026 academic year, marking an improvement from its previous 'Acceptable' judgement. This reflects the school's dedicated efforts towards continuous enhancement across various subjects and phases.
The school demonstrates significant strengths in English-medium subjects, with notable improvements in English, Mathematics, and Science achievement across several phases. Students in Phase 3 notably met their PISA targets in reading and scientific literacy. The curriculum, aligned with the National Curriculum of England and Cambridge International, is undergoing regular review to address skill gaps and foster innovation.
Leadership and management are rated Good, with a clear vision for excellence and strengthened governance. The school prioritizes student welfare, with health, safety, and care arrangements consistently rated Good. Areas for development include enhancing students' language, mathematical, and scientific thinking skills, along with improving teaching, assessment, and curriculum strategies to consistently challenge all learners, particularly the gifted and talented.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Global English School Overall Rating
Good
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement shows overall improvement in English-medium subjects, with some phases demonstrating Very Good attainment and progress. Arabic-medium subjects remain steady, with some areas needing further development in extended writing and critical analysis. Students in Phase 3 met PISA targets in reading and scientific literacy. English-medium subjectsArabic-medium subjectsPISA targets
Personal development and social responsibility are rated Good across all phases, reflecting positive attitudes, improved attendance, and increased participation in school and community events. Students' understanding of Islamic values and awareness of UAE heritage remains Acceptable, with opportunities for deeper understanding still developing. Personal developmentSocial responsibilityIslamic valuesUAE heritage
Teaching for effective learning has improved to Good in some phases, utilizing student-centered approaches and active learning. However, assessment judgments remain Acceptable in most phases, with inconsistent use of data to challenge higher-attaining students and a need for more consistent written feedback on next steps. Teaching for effective learningAssessment judgmentswritten feedback
Curriculum design and implementation have improved to Good across all phases, supported by regular reviews to identify skill gaps. However, curriculum adaptation remains Acceptable, with ongoing efforts needed for greater vertical and horizontal alignment, targeted modifications, and fostering innovation and enterprise. Curriculum design and implementationCurriculum adaptationvertical and horizontal alignment
Health and safety, including child protection and safeguarding arrangements, are consistently rated Good across all phases, with effective supervision systems. Care and support for students, including those with additional learning needs, have improved to Good, with a new inclusion team enhancing provision and identification. Health and safetyChild protectionSafeguardingInclusion team
Leadership and management are rated Good across all indicators, demonstrating a clear vision for excellence and effective self-evaluation. Governance has improved with the appointment of an academic advisor, and considerable investment has been made in staffing, facilities, and resources, strengthening the school's capacity for improvement. Leadership and managementGovernanceSelf-evaluationResources
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Overall Rating
The school's overall judgement has improved from Acceptable to Good, reflecting continuous improvement across most subjects and phases.
Strong Leadership Vision
Leaders have a clear vision for excellence that is effectively shared with parents and well embedded in the school’s development plans.
Positive Student Engagement
Students enjoy learning, interact positively with peers and teachers, and consistently demonstrate respectful behavior.
PISA Targets Met
Students in Phase 3 successfully met their PISA targets in both reading and scientific literacy, demonstrating strong academic performance.
Effective Safeguarding
The school maintains effective safeguarding and child protection arrangements, with robust supervision systems ensuring students’ welfare throughout the day.
Enhanced Monitoring & Support
The use of skills trackers supports effective monitoring of students’ progress, and a modified timetable enables timely interventions to address skill gaps.
Academic Performance Breakdown
English-medium subjects show overall improvement, while Arabic-medium subjects remain steady with some areas needing development. Attainment and progress vary across subjects and phases, with specific improvements noted in English, Mathematics, and Science.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team at Global English School is characterized by a clear vision for excellence, which is effectively communicated and integrated into the school's development plans. They foster a culture of continuous improvement, supported by strengthened governance and active engagement with parents and the community. Strategic investments in resources and staffing further enhance their capacity to drive positive change.
Inspection Findings
Students' Achievement
Students demonstrate improved achievement in English-medium subjects across phases, with some attaining Very Good levels. Arabic-medium subjects show steady performance, though extended writing and critical analysis require further development. Students in Phase 3 met PISA targets in reading and scientific literacy.
Personal & Social Development
Students exhibit Good personal development and social responsibility, marked by positive attitudes, improved attendance, and active participation. While awareness of UAE heritage is developing, understanding of Islamic values remains Acceptable, indicating a need for deeper cultural and societal connections.
Teaching & Assessment
Teaching for effective learning has improved in some phases through student-centered approaches and active learning. However, assessment practices are inconsistent, particularly in providing challenging work for higher-attaining students and delivering constructive written feedback for improvement.
Curriculum Design & Adaptation
Curriculum design and implementation are Good, with regular reviews addressing skill gaps. However, curriculum adaptation remains Acceptable, requiring further efforts to ensure vertical and horizontal alignment, targeted modifications, and a more systematic integration of innovation and enterprise across all subjects.
Protection, Care & Support
Health and safety, along with care and support for students, are rated Good across all phases. Effective systems are in place for safeguarding and child protection, and the new inclusion team is enhancing provision for students with additional learning needs, including the gifted and talented.
Areas for Development
- •Raise students’ attainment and progress to a consistently very good or better level in all core subjects and phases by improving students’ Arabic and English language skills, particularly in extended writing, reading fluency, and expression.
- •Enhance mathematical and scientific thinking through challenging tasks, practical investigations, and application in unfamiliar contexts.
- •Improve strategies and provision for effective teaching, assessment, and curriculum, by ensuring consistent and constructive written feedback that clearly guides students on their next steps for improvement.
- •Strengthen assessment processes to identify student groups and provide targeted strategies that extend and challenge their learning, especially higher-attaining and gifted and talented learners.
- •Strengthen the school’s performance and strategic impact in international assessments by deepening the analysis of PISA, TIMSS, and PIRLS data to identify trends and skill gaps, ensuring targeted and sustainable improvement, particularly in mathematics and science.
- •Improve the impact of school leadership further by aligning self-evaluation processes and documentation (SEF) with the school development plan (SDP) and departmental action plans to ensure clear outcomes and shared accountability across all leadership levels.