International Indian School
Executive Summary
The International Indian School in Abu Dhabi has maintained its overall Good rating in the latest ADEK Irtiqa inspection for the 2024-2025 academic year. The school, which follows the CBSE curriculum, demonstrates a commitment to continuous improvement, particularly in academic achievement and student development.
Significant improvements have been noted in Arabic-medium subjects, including Arabic as a first and second language, and Islamic education, with attainment improving from acceptable to good across all phases. English, Mathematics, and Science have also seen enhanced attainment and progress, especially in Phase 2, attributed to more effective teaching strategies. Students' learning skills have improved to Very Good in the early phases.
The school fosters a strong sense of belonging and positive student-staff relationships, with students demonstrating sensitivity to others' needs. While health and safety provisions remain Very Good, the school's care and support for students, particularly those with additional learning needs, require further development. Leadership is described as dynamic and robust, effectively empowering middle leaders and aligning with school priorities.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
International Indian School Overall Rating
Good
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students demonstrate notable progress in Arabic-medium subjects and improved attainment in English, Mathematics, and Science, particularly in Phase 2. While attainment in Islamic Education has reached Very Good in Phase 4, there is a need to align observed knowledge and skills with internal assessment data. Arabic-medium subjectsEnglishMathematicsScience
Students' personal development is Very Good in Phases 1, 3, and 4, characterized by positive attitudes and behavior. However, their understanding of Islamic values and awareness of Emirati and global cultures is Acceptable, indicating areas for further enrichment. Personal DevelopmentIslamic valuesEmirati and global cultures
Teaching is Very Good in Phases 1 and 2, driven by differentiated instruction that promotes higher-level thinking. Assessment practices remain Good across all phases, though internal assessments need closer alignment with licensed curriculum standards to maximize student outcomes. Differentiated instructionInternal assessments
Curriculum design and adaptation are rated as Acceptable across all phases. There is a need to enhance the curriculum to foster critical thinking, expand opportunities for extended writing, and balance building on existing knowledge with developing new skills, particularly in Arabic-medium subjects. Curriculum designCurriculum adaptationCritical thinking
Health and safety, including child protection and safeguarding, are Very Good. However, care and support for students have declined to Good, primarily due to a lack of in-school support services for students with additional learning needs, including students of determination. Health and safetyChild protectionStudents of determination
The effectiveness of leadership, guided by a dynamic principal, remains robust with a strategic vision. Self-evaluation, improvement planning, governance, and management of facilities and resources are Good. Partnerships with parents and the community have regressed to Good, indicating a need for enhanced engagement. Dynamic PrincipalStrategic visionSelf-evaluation
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Arabic Achievement
Students' attainment and progress in Arabic as a first and second language, Islamic education, and UAE social studies have shown notable improvement across all phases.
Enhanced English, Math, Science
Attainment and progress in English, Mathematics, and Science have notably improved in Phase 2, driven by more effective teaching strategies.
Positive Student Relationships
Students are sensitive to the needs of others, fostering strong staff-student relationships and a pervasive sense of belonging within the school.
Effective Early Years Teaching
Teaching in Phases 1 and 2 is effective, establishing a strong foundation for learning through differentiated instruction.
Safe Learning Environment
The school consistently ensures a safe learning environment for all individuals through regular oversight of indoor grounds and buildings.
Dynamic Leadership
The dynamic Principal and cohesive leadership team cultivate a culture that empowers teams and individuals, aligning with school priorities.
Academic Performance Breakdown
The school has demonstrated significant improvements in Arabic-medium subjects and in English, Mathematics, and Science in Phase 2. While many subjects show Good or Very Good ratings, there are variations across phases and a need to ensure consistent challenge for high attainers and support for low attainers.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership is characterized by a dynamic principal and a cohesive team that fosters a collaborative culture. They implement a strategic vision, empower middle leaders through clearly defined roles, and align actions with school priorities, ensuring continuous growth and improvement.
Inspection Findings
Students' Achievement
Students show improved attainment and progress in Arabic-medium subjects across all phases, with Islamic Education in Phase 4 reaching Very Good. English, Mathematics, and Science also demonstrate improved performance, particularly in Phase 2. However, observed knowledge and skills do not always align with internal assessment data, and support for lower-attaining students and challenge for higher-attaining students need enhancement.
Personal & Social Development
Students exhibit Very Good personal development, positive attitudes, and behavior in most phases. They demonstrate a well-developed understanding of various cultures. However, their understanding of Islamic values and awareness of Emirati and global cultures are rated as Acceptable, indicating a need for further development in these areas.
Teaching & Assessment
Teaching is Very Good in Phases 1 and 2, utilizing differentiated instruction to engage students in higher-level thinking. Assessment practices remain Good across all phases. A key area for improvement is ensuring internal assessments are more closely linked to licensed curriculum standards to optimize teaching and maximize student outcomes.
Curriculum Design & Adaptation
Curriculum design and adaptation are judged as Acceptable across all phases. The school needs to enhance the curriculum to foster critical thinking, provide more opportunities for extended writing in both English and Arabic, and better balance building on existing knowledge with developing new skills, especially in Arabic-medium subjects.
Protection, Care & Support
Health and safety, including child protection and safeguarding arrangements, are Very Good. However, care and support for students have declined to Good due to a lack of in-school support services for students with additional learning needs, including students of determination, which impacts their progress.
Areas for Development
- •Improve teaching, assessment, and the curriculum to become at least very good by fostering students' critical thinking skills across all phases and subjects, expanding opportunities for extended writing, elevating personalized teaching methods, consistently providing constructive written feedback, ensuring precise data tracking aligned with curriculum standards, adapting the curriculum to balance knowledge and skill development, and increasing opportunities for extra-curricular learning.
- •Improve aspects of leadership to raise effectiveness to at least a very good level by enhancing systems to improve students’ attendance, ensuring engagement of all stakeholders in developing school self-evaluation, elevating the accuracy and validity of data for SEF and SIP, improving processes for identifying and supporting students with additional learning needs, further empowering middle leaders through professional development, and allocating sufficient senior leaders.