North American International School
Executive Summary
The North American International School L.L.C provides an Acceptable quality of education. Students demonstrate Good achievement in Islamic Education and Arabic in Elementary, with acceptable levels in other phases. Progress in English, Mathematics, and Science is Good in KG and Elementary, though attainment is mostly acceptable across the school.
Students exhibit positive attitudes towards learning, with Good behavior and developing self-reliance in KG and Elementary. They show a clear appreciation for Islamic values and their role in UAE daily life. The curriculum is compliant with California State Standards and Next Generation Science Standards for science, offering a range of elective courses.
The school maintains well-documented policies for safeguarding, child protection, and anti-bullying, ensuring student safety and security. Leadership effectively manages the school, fostering positive relationships with staff and maintaining Good links with parents and the community. Governors provide support, though resources and digital technology are currently underutilized.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
North American International School L.L.C Overall Rating
Acceptable
Dubai Focus Areas
These three pillars represent the Dubai education authority's priorities: ensuring inclusive practices, prioritizing student wellbeing, and meeting UAE National Agenda targets.
The school demonstrates a positive commitment to an inclusive ethos, effectively supporting provision outside the classroom. While identification for students of determination is mostly accurate, the quality of in-classroom support and curriculum modifications is variable, and IEP targets are not consistently implemented. students of determinationIEPsinclusion champions
Wellbeing provision and outcomes are weak, with limited understanding of wellbeing principles among leaders and underdeveloped policies. The whole school community is minimally involved, and there is no comprehensive vision or formal program to integrate wellbeing across the curriculum, meaning it is not at the heart of school life. wellbeing principleswhole school visionwork-life balance
The school's National Agenda Parameter standards are weak, with outcomes in PIRLS and MAP assessments significantly below targets, especially for Emirati students. The National Agenda action plan lacks specific, measurable targets for improving reading literacy and does not define how students will be better prepared for external benchmarking assessments. PIRLSMAP assessmentsEmirati studentsreading literacy
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Islamic Values & Social Responsibility
Students demonstrate strong awareness and understanding of Islamic values and their social responsibility within the UAE context.
Health & Safety
The school maintains effective arrangements for health and safety, including well-maintained premises and robust child protection measures.
Parent & Community Partnership
The school fosters strong partnerships with parents and the wider community, ensuring effective communication and engagement.
Academic Performance Breakdown
Overall, students' achievement is acceptable, with strengths in KG and Elementary phases, particularly in progress. Learning skills are consistently good across all phases.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team effectively manages the school, fostering positive relationships with staff and parents. While aware of national priorities, they are still developing strategies to fully address them. Governors provide support, but the utilization of resources and digital technology needs enhancement.
Inspection Findings
Students' Outcomes
Students' achievement is good in Islamic Education and Arabic in Elementary, and in English, Mathematics, and Science progress is good in KG and Elementary. Attainment is mostly acceptable across other phases. Students consistently demonstrate good learning skills.
Personal Development
Most students exhibit positive attitudes and good behavior in KG and Elementary, while Middle and High school students sometimes require closer supervision. Students show a strong understanding of Islamic values, Emirati culture, and social responsibility, actively contributing to school life.
Teaching Quality
Teachers possess secure subject knowledge, and teaching in KG and Elementary is effective. However, inconsistency exists in Middle and High school, where expectations are often too low and learning activities lack challenge. Assessment processes are consistent, but written feedback needs more detail and time for student amendments.
Protection & Care
The school has well-developed policies for health, safety, safeguarding, and child protection, which are effectively communicated. While identification for students of determination is accurate, the quality of support and integration of IEPs in lessons is inconsistent, and careers guidance for high school students is limited.
Areas for Development
- •Improve the quality of teaching across all phases, particularly in Middle and High school, to ensure all students achieve well.
- •Improve the effectiveness of the monitoring of teaching and learning by school leaders to ensure consistent high standards.
- •Implement a detailed reading literacy improvement plan with specific, measurable targets to narrow the significant reading gaps, especially for Emirati students.
- •Implement a systematic approach to wellbeing, focusing on student engagement and informed by comprehensive data analysis, embedding wellbeing in all aspects of school life.
- •Ensure that all students of determination are fully supported in lessons and that teachers consistently take account of the content of students’ individual education plans (IEPs).
- •Raise teachers’ expectations and provide a greater level of challenge in learning activities across all subjects and phases, particularly in Middle school.