New Indian Model School - Al Ain
ADEK Inspection Report & Ratings
Last updated
Executive Summary
New Indian Model School - Al Ain has achieved a significant milestone, improving its overall ADEK Irtiqa rating from Acceptable to Good in the 2024-2025 academic year. This positive shift reflects the school's dedicated efforts towards continuous improvement across various aspects of its educational provision.
The school demonstrates strong academic progress, with student attainment and progress showing marked improvement across all subjects and phases, particularly in English-medium subjects and outstanding results in ACER IBT assessments. Students exhibit positive attitudes towards learning, fostering a safe and inclusive environment through respectful relationships and a cohesive school community.
Leadership effectiveness has improved to Good, with leaders committed to continuous improvement and enhanced involvement from the Board of Governors. However, areas such as curriculum design and adaptation, assessment practices, and the provision of digital resources require further development to ensure all students, including those of determination, consistently make optimal progress.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
New Indian Model School - Al Ain Overall Rating
Good
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' attainment and progress have significantly improved across all subjects and phases, moving from acceptable to good. Notably, students achieve outstanding results in ACER IBT assessments for English-medium subjects and demonstrate strong performance in Grade 12 MoE assessments. However, there is a need to ensure higher-attaining students consistently make the progress they are capable of. outstanding resultsACER IBTMoE assessments
Students' personal development is rated as good across all phases, displaying positive attitudes, self-discipline, and respectful relationships. However, their understanding of Islamic values, awareness of Emirati and world cultures, and social responsibility and innovation skills are currently acceptable, indicating areas for further enhancement. positive attitudesrespectful relationshipsinnovation skills
Teaching for effective learning has improved to good across most phases, contributing to enhanced student outcomes. However, assessment practices remain acceptable in most phases, as student data collection does not consistently support learning for all groups, particularly higher and lower attainers and students of determination. effective learningassessment practicesstudent data
Curriculum design and adaptation are rated as acceptable across all phases. The curriculum lacks sufficient opportunities to promote enterprise, innovation, and creativity, and the range of extracurricular activities and community links are underdeveloped. Modifications are needed to better support and challenge students with diverse abilities. innovationextracurricular activitiescommunity links
The school maintains acceptable standards for health, safety, and child protection. However, more opportunities are needed to promote healthy lifestyles, and the needs of higher-attaining, lower-attaining, gifted and talented, and students of determination are not always fully addressed. The school also lacks in-school support services for students with additional learning needs. health and safetychild protectionstudents of determinationin-school support services
The effectiveness of leadership has improved to good, demonstrating commitment to continuous improvement and increased involvement from the Board of Governors. However, school self-evaluation and improvement planning, governance, and management of staffing, facilities, and resources remain acceptable, largely due to insufficient digital resources for teaching and learning. effectiveness of leadershipBoard of Governorsdigital resources
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Overall Rating
The school's overall performance judgment has improved from Acceptable to Good since the previous inspection, reflecting significant progress.
Strong Academic Progress
Student attainment and progress have improved well across all subjects and phases, with outstanding results in ACER IBT assessments for English medium subjects.
Positive Student Attitudes
Students across all phases display positive attitudes towards learning, work productively in groups, and make meaningful connections between subjects.
Safe & Inclusive Environment
Positive and respectful relationships among students and staff foster a safe and inclusive environment where students feel valued and supported.
Enhanced Leadership
The effectiveness of leadership has improved to Good, with leaders committed to continuous improvement and active monitoring by the Board of Governors.
Academic Performance Breakdown
Overall achievement in Arabic-medium and English-medium subjects has shown distinct improvement across all phases since the previous inspection, with consistent progress noted.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team, under Principal Abdul Karim Arif Abdul Karim, demonstrates a strong commitment to continuous improvement, evidenced by the school's overall rating upgrade. They actively involve the Board of Governors in monitoring school performance and have implemented many previous recommendations. However, self-evaluation processes and resource management require further strengthening.
Inspection Findings
Students' Achievement
Students' attainment and progress have improved across all subjects and phases, with outstanding results in external assessments like ACER IBT and MoE exams. However, there is a disparity between internal assessment data and observed classroom performance, and higher-attaining students do not always make optimal progress.
Personal & Social Development
Students display good personal development, positive attitudes, and respectful relationships. They demonstrate self-discipline and unity. However, their understanding of Islamic values, awareness of Emirati and world cultures, and innovation skills are acceptable and require further development.
Teaching & Assessment
Teaching for effective learning is good across most phases, contributing to improved student outcomes. However, assessment practices are acceptable, as student data is not consistently used to inform differentiated teaching strategies for all student groups, including those with additional learning needs.
Curriculum Design & Adaptation
Curriculum design and adaptation are acceptable across all phases. The curriculum lacks sufficient opportunities for enterprise, innovation, and creativity. Extracurricular activities and community links are underdeveloped, and the curriculum is not always sufficiently modified to support and challenge students with diverse abilities.
Protection, Care & Support
Health and safety, including child protection, are acceptable. However, opportunities for promoting healthy lifestyles are limited, and the needs of various student groups (higher/lower attainers, gifted/talented, students of determination) are not consistently met. The school also lacks in-school support services for additional learning needs.
Areas for Development
- •Raise students' achievement in all subjects to a consistently very good level by ensuring that all groups of students, including lower-attaining, higher-attaining, gifted and talented, and students of determination, consistently make the progress they are capable of.
- •Improve the quality of teaching, assessment, and curriculum to a very good level by ensuring subject leaders use assessment data for thorough curriculum reviews and teachers fully utilize data to inform learning strategies for all student groups.
- •Strengthen leadership and management by ensuring the school’s self-evaluation report engages all stakeholders, is informed by accurate assessment data, and includes clear systems for tracking progress towards school development plan targets.
- •Ensure the necessary teaching and learning resources are provided, particularly ensuring the availability of learning technologies, and seek the appointment of teaching assistants to support teaching and learning in KG.