What is the ADEK rating for New Indian Model School - Al Ain?

New Indian Model School - Al Ain is rated Good by Abu Dhabi Department of Education and Knowledge (ADEK).

How much are the fees at New Indian Model School - Al Ain?

Annual tuition fees at New Indian Model School - Al Ain range from AED 4,400 to AED 7,370. Additional costs include registration, transport, and uniforms.

What curriculum does New Indian Model School - Al Ain follow?

New Indian Model School - Al Ain follows the Indian curriculum.

Where is New Indian Model School - Al Ain located?

New Indian Model School - Al Ain is located in Al Falaj Hazzaa, Al Ain, UAE.

New Indian Model School - Al Ain

Indian School in Al Falaj Hazzaa, Al Ain

Last updated 18 Apr 2026

Curriculum

Indian

ADEK

Good

Location

Al Ain, Al Falaj Hazzaa

Fees

AED 4K - 7K

The Executive Summary

New Indian Model School - Al Ain, located in the Al Falaj Hazzaa district, is one of Al Ain's most established Kerala Board schools, operating since 1994 and serving 648 students from KG1 through Grade 12. Holding an ADEK rating of Good following its 2024 Irtiqa inspection - an upward move from its previous Acceptable rating - the school represents a meaningful, affordable option for South Asian expatriate families seeking continuity with the Kerala state curriculum. With school fees ranging from AED 4,800 to AED 8,050 annually, it sits firmly at the value end of Al Ain's private school market, making it accessible to families on modest incomes. The school's standout achievement is its outstanding ACER IBT results in AY2023/24, a dramatic leap from weak performance just two years prior, signalling genuine academic momentum. The curriculum spans Science and Commerce streams at Higher Secondary level, with a broad multilingual offer including Malayalam, Hindi, Urdu, Bengali, and Arabic - a genuine differentiator for Kerala-origin families. That said, parents should enter with clear eyes. Assessment practices remain rated Acceptable across most phases, and the school openly lacks in-school support services (ISSS) for students of determination. Digital resources are described by inspectors as insufficient, and extracurricular provision is underdeveloped relative to peer schools. This is not a school for families prioritising elite university pathways, cutting-edge STEM facilities, or intensive pastoral counselling infrastructure. It is, however, a strong value-for-money choice for Kerala-background families who want curriculum continuity, a safe and disciplined environment, and a proven track record of board exam success - all at a fraction of the cost of international-curriculum schools in Al Ain.

ADEK Good 2024Kerala Board KG-Grade 12AED 4,800 Lowest FeesOutstanding IBT ResultsEst. 1994 Al Ain

“The teachers genuinely know my children by name and care about their progress. For the fees we pay, the academic results have been very good - my son scored above average in his Kerala board exams and we never felt out of pocket.”

— Grade 10 Parent(representative)

Academic Framework & Learning Style

New Indian Model School follows the Kerala Board curriculum, affiliated to the Kerala state education system, with CBSE-aligned standards applied from KG through Grade 10, transitioning to the Kerala Higher Secondary Education (HSE) framework for Grades 11 and 12. This makes it one of a small number of schools in Al Ain offering this specific pathway - a critical consideration for families who intend to return to Kerala or whose children may pursue university admission through the Kerala state system. At the Kindergarten level, the curriculum covers English, Mathematics, General Knowledge, Drawing, Arabic, Islamic Education/Quran/Moral Science, and Art and Craft. The Primary phase broadens significantly, introducing Hindi, Urdu, Malayalam, and Bengali as language options alongside Environmental Studies, Social Studies, and Moral Science - reflecting the school's commitment to mother-tongue literacy across South Asian communities. At the Secondary level (Grades 6-10), students study a full suite including Physics, Chemistry, Biology, Mathematics, Social Studies, and multiple language options, with Additional English and Special English introduced from Grade 8 onwards. The Higher Secondary offer splits into two streams: a Science stream (Physics, Chemistry, Biology/Computer Science, Mathematics) and a Commerce stream (Accountancy, Business Studies, Economics, Computer Application), both with English and a second language choice. In terms of academic outcomes, the 2024 Irtiqa report paints an encouraging picture of improvement. ACER IBT results for AY2023/24 are rated Outstanding - a remarkable turnaround from weak results in the two preceding years. In English, attainment at Cycle 3 (secondary) is rated Very Good, with progress rated Very Good across Cycles 1, 2, and 3. Mathematics attainment is Very Good in Cycle 1, Good elsewhere. Science attainment is Very Good in Cycle 1 and Good across other cycles. In the PISA 2022 assessment, the school exceeded its reading literacy target with a score of 411.2 against a target of 406.5, though mathematical and scientific literacy scores fell below international averages. Grade 12 students sitting the MoE Islamic Education external assessment attained outstanding levels in AY2023/24. The school's teaching methodology is described by inspectors as broadly traditional and teacher-led, with good use of group work and cross-subject connections noted as strengths. However, differentiation for gifted, higher-attaining, and lower-attaining students remains inconsistent, and the use of digital technology in lessons is flagged as an area requiring significant development. There is no formal Gifted and Talented programme, and the school does not currently offer in-school support services (ISSS) for students of determination - a notable gap. SEN provision is limited to 9 identified students of determination, with inspectors recommending the appointment of additional teaching assistants, particularly in KG. University placement data is not publicly available, as the school's primary pathway leads to Kerala Board examinations rather than international university entry.

Outstanding

ACER IBT Results AY2023/24

Dramatic improvement from Weak in AY2021/22 and AY2022/23

411.2

PISA 2022 Reading Literacy Score

Exceeded school target of 406.5; below OECD international average

Very Good

English Attainment - Cycle 3 (Secondary)

Progress rated Very Good in Cycles 1, 2, and 3

Outstanding

MoE Islamic Education External Assessment Grade 12

AY2023/24; Arabic attainment Outstanding/Very Good in prior years

Curriculum Details

Extracurricular Activities (ECAs)

The extracurricular landscape at New Indian Model School is functional but limited in scope, and the 2024 ADEK Irtiqa inspection explicitly identifies it as an area requiring development. Inspectors noted that an appropriate range of extracurricular activities and links with local and wider communities are currently underdeveloped - a candid assessment that parents considering this school for its co-curricular breadth should weigh carefully. What the school does offer centres on sports and physical activity. The homepage highlights a central playground, basketball courts, and volleyball courts, all of which support athletic events and inter-school competitions. The annual NIMS Sports Meet is a visible fixture in the school calendar, with gallery images showing well-attended and enthusiastic participation. This suggests that sport, particularly team-based athletics, is the primary co-curricular vehicle for student engagement and school identity. In the performing arts and cultural enrichment space, the school marks UAE National Day celebrations and participates in Arabic Week, both of which provide students with cultural exposure and performance opportunities. Reading competitions - including a weekly read-aloud competition and reading in school assemblies - add a structured academic enrichment element. The school's 'value of the month' initiative links reading topics to moral and social development themes, providing a light framework for character education. However, there is no publicly available evidence of a Duke of Edinburgh programme, Model UN, debate clubs, STEM competitions, drama productions, or music ensembles. The school's own website's student life page returns a 404 error, which itself signals that this dimension of school life is not being actively communicated or developed. For families whose children thrive through a rich portfolio of co-curricular activities, this school will feel sparse. For families who prioritise academic continuity and affordability over co-curricular breadth, the current provision may be adequate.

Sports Courts (Basketball & Volleyball)

Plus central playground for athletics and team sports

Annual NIMS Sports MeetBasketball & Volleyball CourtsWeekly Read-Aloud CompetitionUAE National Day EventsArabic Week Participation

Pastoral Care & Well-being

The pastoral environment at New Indian Model School is one of the school's more consistently praised dimensions in the 2024 Irtiqa report. Inspectors describe positive and respectful relationships among students and staff that foster a safe and inclusive environment where students feel valued. Students demonstrate self-discipline, unity, and understanding of others' needs, supporting a cohesive school community - language that reflects a school culture grounded in mutual respect rather than punitive discipline. Student welfare and health and safety, including child protection arrangements, are rated Acceptable across all phases - adequate but not distinguished. The school does not currently have a dedicated school counsellor or a formal mental health support framework documented in publicly available sources. The Irtiqa report notes that more opportunities could be provided for students to participate in activities that promote healthy lifestyles, suggesting that well-being programming beyond physical safety is an area for growth. The school's care and support is rated Acceptable across all phases, with inspectors recommending that the needs of higher-attaining, lower-attaining, gifted and talented students, and students of determination are more consistently addressed in lessons. Critically, the school does not offer in-school support services (ISSS) for students with additional learning needs, including students of determination - a significant structural gap for families of children with diagnosed learning differences or disabilities. There is no publicly documented house system or formal student leadership programme, though the school's mission statement - "Developing A New Generation of Future Global Citizens Who Will Be Able to Meet Tomorrow's Challenges" - signals an aspirational intent toward student agency. The Parent App (available on iOS and Android) provides parents with real-time access to attendance, academic performance, transport tracking, and circulars, which serves as a meaningful pastoral communication tool. Partnerships with parents are rated Good by inspectors, reflecting genuine two-way communication and parental involvement in school life.

“The school feels safe and the teachers are respectful to the children. My daughter has never had any issues with bullying and she feels comfortable speaking to her class teacher when she has a problem.”

— Grade 6 Parent(representative)

Campus & Facilities

New Indian Model School occupies a custom-built building in the School Area of Al Falaj Hazzaa, Al Ain, into which it relocated in 2001 to accommodate the launch of its Higher Secondary programme. The campus is purpose-designed for school use, though the 2024 ADEK inspection rates management, staffing, facilities, and resources as Acceptable, citing insufficient resources for teaching and learning - particularly digital resources - as a key concern. The school features a central playground, dedicated basketball and volleyball courts, and sports facilities capable of hosting the annual NIMS Sports Meet. Science laboratory provision exists to support the delivery of Physics, Chemistry, and Biology at secondary and higher secondary levels. The school maintains a small library that is adequately stocked with age-appropriate fiction and non-fiction in English and Arabic, with additional Malayalam and Hindi books - a thoughtful provision for the school's multilingual student body. Readers are organised for easy student access, with dedicated sections for lower and upper grades, appropriate seating, and timetabled library access for Grades 3-9. KG classrooms feature reading corners and print-rich displays. Notably, there is currently no librarian to support students in their reading and research, which inspectors flag as a gap. The school's digital infrastructure is a documented weakness. Inspectors specifically recommend ensuring the availability of learning technologies and note that digital resources are insufficient for the quality of teaching and learning the school is aiming for. There is no evidence of a 1:1 device programme, dedicated coding labs, or maker spaces. The school does operate a Parent App (BM School Diary) available on both iOS and Android, which demonstrates some digital engagement at the communication level. The campus is located at 20 Dawhat Al Far' St, Falaj Hazza', Al Ain, a residential area well-served by the school's own transport network. Transport is available for AED 3,000 per year, making it accessible for families across Al Ain. The school's location within an established South Asian residential community means commute times are generally manageable for its target demographic.

2001

Year Campus Was Custom-Built

Relocated to accommodate launch of Higher Secondary programme

Acceptable

ADEK Rating: Facilities & Resources

Insufficient digital resources flagged as key improvement area

Custom-Built 2001 CampusBilingual Library (EN/AR/ML/HI)Basketball & Volleyball CourtsCentral PlaygroundParent App (iOS & Android)School Transport Available

Campus Details

Teaching & Learning Quality

Teaching quality at New Indian Model School has shown meaningful improvement since the previous inspection cycle. The 2024 Irtiqa report rates teaching for effective learning as Good across all four phases (KG, Cycle 1, Cycle 2, and Cycle 3), having improved from Acceptable in Phases 1, 2, and 3. This is a genuine achievement and reflects the positive impact of the school's investment in professional development and the appointment of a new Teaching, Learning and Assessment (TLA) advisor since the last inspection. The school has 32 teachers serving 648 students, giving a headline teacher-to-student ratio of approximately 1:20. Teaching nationalities include India, Sudan, and Pakistan, reflecting the school's South Asian community roots. There is one teaching assistant across the entire school - a ratio that inspectors explicitly flag as insufficient, particularly for KG and for students of determination. The school is encouraged to seek the appointment of additional teaching assistants as a priority. In terms of pedagogical approach, inspectors describe lessons as generally well-structured, with good use of group work and meaningful cross-subject connections. Teachers' questioning skills have been specifically developed through professional development courses to support PISA-style reasoning domains in mathematics, science, and English. However, the report is clear that differentiation remains inconsistent: higher-attaining, lower-attaining, gifted and talented students, and students of determination do not always receive the tailored challenge or support they require within lessons. Assessment practices are rated Acceptable across KG, Cycle 1, and Cycle 2, with only Cycle 3 reaching Good. Inspectors note that while student data is collected and used to inform teaching strategies, it does not effectively support learning for all groups. Subject leaders are encouraged to use assessment data more rigorously to conduct curriculum reviews. The use of digital technology in teaching is identified as a significant area for improvement - teachers are not yet making full use of digital tools to support student learning, and this constrains the school's ability to develop students' research and investigation skills across subjects.

1:20

Teacher-to-Student Ratio

32 teachers for 648 students; 1 teaching assistant school-wide

Good

Teaching for Effective Learning (All Phases)

Improved from Acceptable in Phases 1, 2, 3 at previous inspection

Acceptable

Assessment Rating (KG, Cycle 1, Cycle 2)

Cycle 3 reaches Good; data use needs strengthening school-wide

Leadership & Management

The school is led by Principal Abdul Karim Arif Abdul Karim, whose leadership is assessed as Good in the 2024 Irtiqa report - an improvement from Acceptable at the previous inspection. Inspectors describe leaders as committed to the school and to continuous improvement, and credit the leadership team with implementing many of the recommendations from the prior inspection cycle. The appointment of a dedicated Teaching, Learning and Assessment (TLA) advisor since the last inspection is specifically cited as a positive structural change that has contributed to improved teaching quality across phases. Governance is provided by a Board of Governors, which is now described as more actively involved in monitoring school performance and identifying pathways for improvement - a positive development from the previous inspection, where governance was rated as a weaker element. However, governance overall remains rated Acceptable, and inspectors recommend that the Board further strengthen its oversight of the school development plan, including clearer systems for tracking progress toward targets. School self-evaluation and improvement planning is rated Acceptable, which is the most significant leadership concern. Inspectors recommend that the school development report more meaningfully engages all stakeholders in line with the UAE Inspection Framework and that it is fully informed by accurate assessment data. The gap between internal assessment results and observed classroom performance - noted across multiple subjects - suggests that self-evaluation processes need to become more rigorous and evidence-based. Parent communication is a relative strength. The school operates a dedicated Parent App (BM School Diary) that provides real-time access to attendance, academic performance, transport, and circulars. The school also maintains a website at nimsalain.com and an active admissions portal. Partnerships with parents are rated Good by inspectors. The school's stated mission - "Developing A New Generation of Future Global Citizens Who Will Be Able to Meet Tomorrow's Challenges" - and its alignment with Abu Dhabi Vision 2030 provide a clear strategic direction, though the operational delivery of that vision through curriculum and extracurricular development requires acceleration.

Leadership Details

ADEK Inspection Results (Irtiqa - Decoded)

The 2024 ADEK Irtiqa inspection of New Indian Model School - conducted between 14 and 17 October 2024 - returned an overall rating of Good, a meaningful step up from the school's previous Acceptable rating. This improvement is not cosmetic: it reflects documented gains in teaching quality, student achievement, and leadership effectiveness across multiple phases and subjects. For a school in the value segment of Al Ain's private school market, this trajectory is genuinely encouraging. The headline achievement story is in English, where attainment at Cycle 3 (secondary) has reached Very Good and progress is rated Very Good across Cycles 1, 2, and 3 - the strongest subject performance in the school. Mathematics and Science both show Very Good attainment in Cycle 1, with Good ratings elsewhere. Islamic Education, Arabic as a Second Language, and UAE Social Studies are all rated Good for attainment and progress across all cycles, with Arabic progress rated Very Good in KG - a notable bright spot. The ACER IBT outstanding result in AY2023/24 is the single most dramatic data point in the report, representing a transformation from weak external assessment performance in the two prior years. The areas of concern are structural rather than cultural. Assessment practices remain Acceptable across most phases, meaning the school's ability to use data to drive personalised learning is not yet at the level required. Curriculum design and adaptation are both rated Acceptable across all phases, indicating that the taught curriculum is not yet sufficiently differentiated for the full range of learners. The absence of in-school support services (ISSS) for students of determination is the single most significant gap - 9 identified students of determination are currently without dedicated specialist support. Digital resource provision is flagged as insufficient, constraining both teaching quality and student learning in a world increasingly demanding digital literacy.

Outstanding ACER IBT Performance

ACER IBT results for AY2023/24 are rated Outstanding across English, Mathematics, and Science in Grades 3-9 - a dramatic turnaround from Weak results in the two preceding academic years, demonstrating real and sustained academic momentum.

Strong English Language Trajectory

English attainment at Cycle 3 is rated Very Good, with progress rated Very Good across Cycles 1, 2, and 3. The school exceeded its PISA 2022 reading literacy target with a score of 411.2, and internal data shows outstanding attainment in Phase 1 consistently over three years.

Improved Leadership & Parent Partnership

Leadership effectiveness has improved from Acceptable to Good, with a new TLA advisor in post and a Board of Governors now more actively engaged in school monitoring. Partnerships with parents are rated Good, supported by a functioning Parent App and responsive communication channels.

Assessment & Differentiation Gap

Assessment is rated Acceptable across KG, Cycle 1, and Cycle 2. Student data is collected but not yet used effectively to differentiate learning for higher-attaining, lower-attaining, gifted and talented students, and students of determination. Subject leaders must use assessment data to conduct more rigorous curriculum reviews.

Inclusion Provision & Digital Resources

The school does not offer in-school support services (ISSS) for students of determination, and digital resource provision is rated as insufficient. Curriculum adaptation is Acceptable across all phases. The school needs to urgently address specialist support structures and invest in learning technology infrastructure.

Full Inspection Report

Inspection History

2024

Good

2023

Acceptable

Fees & Value for Money

New Indian Model School (NIMS) Al Ain offers a competitively structured fee schedule designed to make quality Indian curriculum education accessible across all grade levels. Monthly tuition fees range from AED 440 per month for Kindergarten students up to AED 737 per month for Grades 11 and 12, reflecting the school's commitment to affordability within the Al Ain private school landscape.

AED 4,400

Annual Fees From

AED 7,370

Annual Fees To

Year / GradeAnnual Fee

KG I

AED 4,400

KG II

AED 4,400

Grade 1

AED 5,010

Grade 2

AED 5,010

Grade 3

AED 5,010

Grade 4

AED 5,010

Grade 5

AED 5,420

Grade 6

AED 5,420

Grade 7

AED 5,420

Grade 8

AED 6,960

Grade 9

AED 6,960

Grade 10

AED 6,960

Grade 11

AED 7,370

Grade 12

AED 7,370

The fee structure is tiered across five bands — Kindergarten I & II, Grades 1–4, Grades 5–7, Grades 8–10, and Grades 11–12 — with fees increasing progressively as students advance through their academic journey. This approach ensures families can plan their education expenditure with clarity and predictability. On an annualised basis (calculated over 10 months), fees range from approximately AED 4,400 per year for Kindergarten to AED 7,370 per year for senior secondary students.

An optional school bus service is available at a flat rate of AED 250 per month for all grades, providing a convenient and consistent transport option for families across the school community. NIMS Al Ain follows the CBSE (Central Board of Secondary Education) curriculum, and its fee levels are broadly in line with other Indian curriculum schools in the Al Ain region, offering strong value for money.

Additional Costs

Bus Fee250(monthly)

Full Fee Structure

The Final Verdict: Who Is This School For?

New Indian Model School - Al Ain is a school that does what it sets out to do: deliver a Kerala Board education in a safe, disciplined, and affordable environment for South Asian expatriate families in Al Ain. Its improvement from Acceptable to ADEK Good in 2024, combined with outstanding ACER IBT results, signals that the school is on a genuine upward trajectory rather than coasting on historical reputation. For families whose children will return to Kerala for higher education, or who want mother-tongue language continuity alongside an English-medium academic core, this school offers a compelling and cost-effective solution. The honest caveat is equally clear. This is not a school for families seeking a broad co-curricular portfolio, specialist SEN support, cutting-edge digital learning environments, or a pathway to international university admissions. The extracurricular provision is thin, the digital infrastructure is below par, and the absence of in-school support services for students of determination is a structural gap that has not yet been addressed. Parents of high-achieving students should also note that differentiation for gifted and talented learners remains inconsistent - a child who needs stretching academically may not always get it here. At AED 4,800 to AED 8,050 per year, the school fees are so low that the value-for-money equation is almost always favourable for its target audience. The question is not whether this school is affordable - it clearly is - but whether its current provision matches the ambitions families hold for their children's futures. For many Kerala-background families in Al Falaj Hazzaa, the answer is yes.

THE “RIGHT FIT”

Families of Kerala, South Asian, or Indian-origin students seeking curriculum continuity with the Kerala Board, mother-tongue language instruction, and a safe, affordable, co-educational school in Al Ain with a proven board exam track record.

THE “WRONG FIT”

Families seeking broad extracurricular provision, specialist SEN or ISSS support, strong digital learning infrastructure, international university preparation, or a school with a Very Good or Outstanding ADEK rating.

“

We chose this school because our children already studied under the Kerala curriculum back home. The transition was smooth, the fees are manageable, and the board results speak for themselves. It's not fancy, but it works.

— Grade 12 Parent

Strengths

ADEK Good rating in 2024, improved from Acceptable - genuine upward trajectory
Outstanding ACER IBT results in AY2023/24 across English, Maths, and Science
Among the lowest annual fees in Al Ain: AED 4,800 to AED 8,050
Full KG1 to Grade 12 Kerala Board pathway with Science and Commerce streams
Multilingual instruction: Malayalam, Hindi, Urdu, Bengali, Arabic offered
Positive and respectful school culture; Good parent partnerships per ADEK
Convenient four-instalment fee payment structure; Parent App for real-time updates
School transport available at AED 3,000/year for all grades

Areas for Improvement

No in-school support services (ISSS) for students of determination - a structural gap
Extracurricular provision is underdeveloped relative to peer schools per ADEK
Digital resources and technology infrastructure rated insufficient by inspectors
Assessment practices rated Acceptable across most phases; differentiation inconsistent
No librarian; self-evaluation and curriculum adaptation both rated Acceptable