Manor Hall International School, Al Ain
ADEK Inspection Report & Ratings
Last updated
Executive Summary
Manor Hall International School has maintained its overall ADEK Irtiqa rating of Good for the 2024-2025 academic year, demonstrating consistent quality across its core areas. The school operates with an American curriculum in Al Ain, serving students from KG through Cycle 3.
The inspection highlights significant improvements in Arabic-medium subjects, Islamic Education, and Social Studies, with attainment and progress advancing to Good across most phases. English achievement and science attainment also saw improvements in specific phases. However, the school faces challenges in mathematics, with some regression in attainment and progress in certain cycles, and assessment practices remain at an Acceptable level, requiring further refinement to meet diverse learner needs. Learning skills have notably improved in KG and Cycle 1.
Leadership effectiveness has improved to Good, driven by a clear vision and commitment to fostering an inclusive environment, supported by strong partnerships with parents. However, areas for development include strengthening support systems for students of determination, enhancing curriculum adaptation, and improving self-evaluation and governance, which are currently rated as Acceptable.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Manor Hall 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 shows overall improvement, particularly in Arabic-medium subjects, Islamic Education, and Social Studies, which have advanced to Good across most phases. English and Science attainment also improved in specific phases. However, Mathematics shows some regression in attainment and progress in Cycle 1 and Cycle 3 respectively, and consistency in progress for all student groups needs further attention. Arabic-medium subjectsIslamic EducationSocial StudiesEnglishScience
Personal development is rated as Good across all phases, reflecting positive attitudes and increased engagement. However, students' understanding of Islamic values, awareness of Emirati and global cultures, social responsibility, and innovation skills are consistently rated as Acceptable, indicating areas for further growth. Personal DevelopmentIslamic valuesEmirati and global culturesinnovation skills
Teaching for effective learning is rated Good across all phases, with improvements noted in KG and Cycle 1. However, assessment practices remain Acceptable. Teachers provide solid foundational instruction but need to consistently help students make deeper connections, refine strategies for diverse learners, and make more effective use of assessment data to tailor instruction. Teaching for effective learningAssessment practicesdiverse learnersassessment data
Curriculum design and adaptation are rated Acceptable across all phases. The curriculum generally meets the learning needs of most students and offers adequate support for students of determination. However, differentiated activities for diverse learners are inconsistently observed, and adaptations for low- and high-attainers, including gifted students, are lacking, alongside a limited range of extracurricular activities. Curriculum designCurriculum adaptationdifferentiated activitiesextracurricular activities
Health and safety, including child protection and safeguarding, has regressed from Very Good to Good. Care and support for students has regressed from Very Good to Acceptable, primarily due to insufficient in-school support services for students of determination, frequent pull-outs, and a need for better alignment with parental requests for least restrictive environments. Health and safetyChild protectionSafeguardingCare and supportstudents of determination
Leadership effectiveness has improved to Good, driven by a clear vision and commitment to enhancing student achievement and fostering an inclusive environment. However, self-evaluation, improvement planning, governance, and management remain Acceptable, indicating a need for more comprehensive strategies, particularly for students of determination, and stronger accountability measures. Leadership effectivenessSelf-evaluationGovernanceManagementinclusive environment
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Academic Standards Rising
The school has shown significant improvement in students' attainment and progress across multiple subjects and phases, notably in Arabic-medium subjects.
Enhanced Learning Skills
Students in KG and Cycle 1 demonstrate improved learning skills, characterized by better progress, increased engagement, and greater responsibility for their own learning.
Clear Leadership Vision
The leadership team's clear vision, aligned with UAE national priorities, successfully fosters an inclusive and supportive learning environment.
Proactive Improvement Approach
Leaders demonstrate a proactive approach to school development, supported by recent strategic appointments to ensure continuous enhancement.
Positive Work Environment
A positive and professional working environment, with clear roles and responsibilities, contributes to high morale across the school community.
Strong Parent Partnership
The school maintains a strong and successful partnership with parents, effectively enhancing community engagement and supporting student learning.
Academic Performance Breakdown
Learning Skills are rated Good across all phases, with improvements in KG and Cycle 1.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team demonstrates a clear vision and commitment to enhancing student achievement and fostering an inclusive environment. While showing proactive efforts in school development and maintaining strong parent partnerships, there is a recognized need for more comprehensive strategies in self-evaluation, governance, and particularly in ensuring students of determination are taught in the least restrictive environment.
Inspection Findings
Students' Achievement
Students generally attain levels above curriculum standards in Islamic Education, Arabic (first language), UAE Social Studies, and English, though observed classroom knowledge and skills do not always align with internal assessment data. There are notable improvements in Arabic as a second language, Islamic Education, and Social Studies. However, challenges persist in Mathematics, dictation skills in Arabic, and higher-order English reading comprehension and writing skills, particularly in integrating information and citation.
Personal & Social Development
Students' personal development is good, reflecting positive attitudes and increased engagement in their learning. However, their understanding of Islamic values, awareness of Emirati and global cultures, social responsibility, and innovation skills are consistently acceptable, indicating a need for further development in these areas.
Teaching & Assessment
Teaching for effective learning is good, with improvements in KG and Cycle 1. Teachers provide solid foundational instruction, but assessment practices are acceptable. There is a need for teachers to consistently help students make deeper connections, refine strategies for diverse learners, including students of determination and gifted students, and make more effective use of assessment data to inform and tailor instruction.
Curriculum Design & Adaptation
Curriculum design and adaptation are acceptable across all phases. While the curriculum generally meets the learning needs of most students and offers support for students of determination, there is an inconsistent provision of differentiated activities for diverse learners. Adaptations for both low- and high-attainers are lacking, and the range of extracurricular activities to develop innovation and enterprise skills is limited.
Protection, Care & Support
Health and safety, including child protection and safeguarding, is good, but care and support for students is acceptable. This regression is primarily due to issues with the identification and support for students of determination, including a low identification rate in KG, lack of in-school support services, frequent pull-outs, and insufficient provision in the least restrictive environment.
Areas for Development
- •Raise the standards of achievement to very good in all subjects by strengthening the phonics program for Arabic and English, improving speaking and listening skills, elevating English reading comprehension skills in upper grades, extending students’ writing with formal citation, enhancing standard Arabic speaking skills, improving Arabic as a second language reading comprehension, continuing the school-wide focus on literacy and numeracy skills, developing students' problem-solving and reasoning skills, and providing differentiated challenges.
- •Improve teaching, assessment, and the curriculum to accelerate students' progress to good or better by fostering students' critical thinking skills, cultivating student agency and ownership of learning, solidifying the consistency of providing constructive written and verbal feedback, ensuring data tracking is precise and aligned with curriculum standards, improving the use of assessment information to inform teaching and curriculum planning, adapting and modifying the curriculum, and implementing targeted interventions for English language learners and gifted/talented students.
- •Implement a robust identification and support system for students with additional learning needs, including students of determination, by raising the profile of inclusivity, accelerating early intervention and identification in KG, accelerating the development of IEPs with SMART targets, empowering parents of students of determination, quality-assuring the frequency and duration of educational support services in general education classrooms, clearly designing and linking IEP targets against specialist assessment reports, implementing a robust tracking and monitoring system of SMART IEP targets, improving the delivery of in-school support services, and strengthening the systems of identification and support for students with gifts and/or talents.
- •Improve aspects of leadership to raise effectiveness by further strengthening systems that sustain attendance, systematically capturing the collective voice of all stakeholders in self-evaluation, elevating the accuracy and validity of data used to inform SEF and SIP, making SIPs more responsive to all student groups, continually empowering middle leaders through professional development, allocating sufficient senior leaders to meet curriculum and student group needs, enhancing the day-to-day management and efficiency of procedures, and implementing structured roles across the governing board with robust accountability measures.