Oasis International School
Executive Summary
Oasis International School, an institution following the Indian curriculum, has maintained an overall Good rating in its latest ADEK Irtiqa inspection for the 2024-2025 academic year. The school has experienced significant growth, doubling its enrolment since the previous inspection. This consistent performance reflects the school's commitment to providing a supportive learning environment.
The inspection highlighted notable improvements in students' achievement across Arabic-medium subjects, including Islamic Education, Arabic as a second language, UAE Social Studies, and Arabic as a first language, with many phases moving from acceptable to good or very good. Mathematics achievement remains consistently Good across all phases. However, the report also noted a decline in attainment and progress in English and Science in several phases, indicating areas for focused development. Students' learning skills are generally Good.
Students' personal development is rated Very Good, characterized by positive attitudes, responsible behavior, and punctuality. While teaching quality is generally Good, inconsistencies exist in addressing diverse learning needs and effectively using assessment data. Curriculum design and adaptation are rated Acceptable, with a need for better tailoring to student needs. Health and safety provisions are Very Good, though care and support are Acceptable, partly due to the absence of in-school support services for students of determination. Leadership and management are rated Good, demonstrating a strong grasp of best practices, but self-evaluation and improvement planning require enhancement.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Oasis International School Overall Rating
Good for 2+ consecutive years
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement is good overall, with significant improvements in Arabic-medium subjects. Mathematics attainment and progress are consistently good across all phases. However, English and Science show declines in attainment and progress in several phases, indicating a need for targeted intervention. Learning skills remain good, reflecting students' genuine interest. Arabic-medium subjectsMathematicsLearning Skills
Students' personal development is very good, marked by positive and responsible attitudes, behavior, and punctuality. Social responsibility and innovation skills are good across all phases. However, understanding of Islamic values and awareness of Emirati and world cultures is more limited in some phases, rated acceptable. Personal DevelopmentSocial ResponsibilityInnovation Skills
Teaching quality is generally good across all phases, but inconsistencies exist in planning for and addressing diverse learning needs. While assessment information is analyzed more thoroughly, it is not yet fully integrated to differentiate learning effectively, particularly for higher achievers. Overall assessment quality has declined in some phases. Teaching QualityAssessment InformationDifferentiation
Curriculum design and adaptation are acceptable, requiring further improvements. The school needs to better utilize assessments to tailor the curriculum to meet the needs of all students and student groups. Planning and delivery of the curriculum do not consistently support the developing learning needs across all phases. Curriculum DesignCurriculum AdaptationStudent Needs
Health and safety provisions have regressed from outstanding to very good, though students are aware of child protection and anti-bullying policies. Care and support have also regressed to acceptable, notably due to the absence of in-school support services for students with additional learning needs, including students of determination. Health and SafetyChild ProtectionCare and SupportStudents of Determination
Leadership and management have maintained a consistent good rating, with leaders demonstrating a strong grasp of best practices in teaching and learning. However, self-evaluation and improvement planning have regressed to acceptable, and leaders' understanding of assessment, grading scales, and benchmarking standards requires further development. Effectiveness of LeadershipSelf-EvaluationImprovement Planning
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Positive Student Attitudes
Students in the upper phases exhibit highly positive attitudes toward their learning, engaging effectively in collaborative activities and demonstrating strong interpersonal skills.
Supportive Learning Environment
Students’ positive behavior and the respectful relationships between students, their peers, and teachers create a supportive and inclusive environment, conducive for learning.
Effective Safeguarding
The school’s safety arrangements, including child protection protocols, keep students safe and secure in school.
Unified Leadership Vision
The principal’s vision and direction for the school are shared by most school leaders, promoting unified approaches to improving the school.
Strong Parent Partnerships
The partnerships with the parents, particularly the quality of communication and the reports the parents receive on their children’s progress, ensure parents are well-informed and engaged in their children’s education.
Improved Arabic Subjects
Students' attainment and progress in Islamic Education, Arabic (second language), UAE Social Studies, and Arabic (first language) have shown consistent improvement across various phases.
Academic Performance Breakdown
Students' attainment in Islamic education, Arabic (first and second language), and UAE Social Studies has shown notable improvement in several phases. Mathematics achievement remains consistently good. However, English and Science have seen declines in attainment and progress in specific phases, highlighting areas for development. Learning skills are generally good across all phases.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team has maintained a consistent good rating, demonstrating a strong understanding of best practices in teaching and learning, particularly in relation to ACER IBT test results and scientific skills. However, self-evaluation and improvement planning have regressed to acceptable, indicating a need for enhanced understanding of school priorities, assessment, grading scales, and benchmarking standards to drive further improvement.
Inspection Findings
Students' Achievement
Achievement shows a mixed picture, with significant improvements in Arabic-medium subjects across various phases. Mathematics remains consistently good. However, attainment and progress in English and Science have declined in several phases, requiring targeted interventions to address these regressions.
Personal & Social Development
Students demonstrate very good personal development, characterized by positive and responsible attitudes, behavior, and punctuality. Social responsibility and innovation skills are good. However, students' understanding of Islamic values and awareness of Emirati and world cultures is more limited in some phases.
Teaching & Assessment
Teaching quality is generally good but suffers from inconsistencies in addressing diverse learning needs and effectively utilizing assessment data for differentiation. The overall quality of assessment has declined in some phases, impacting the support and challenge provided to all student groups, especially higher achievers.
Curriculum Design & Adaptation
The curriculum design and adaptation are acceptable, with a clear need for improvement. The school needs to enhance its use of assessments to tailor the curriculum to meet the diverse needs of all students and ensure that planning and delivery consistently support developing learning needs across all phases.
Protection, Care & Support
Health and safety provisions have regressed to very good, and care and support to acceptable. While students are aware of child protection and anti-bullying policies, there is room to enhance provisions for potential risks. A significant area for development is the lack of in-school support services for students with additional learning needs, including students of determination.
Areas for Development
- •Consolidate improvements in student achievement in Arabic as a second language, UAE social studies and Islamic education, and address the decline in student attainment and progress in English and science by improving lesson pace, providing further opportunities for extended reading and writing, offering more challenging activities for the more able and appropriate support for the less able, exposing students to a wider range of reading texts and speaking opportunities, improving scientific thinking and investigative skills, and enhancing research skills.
- •Embed strategies for effective teaching and learning consistently across all subjects, particularly in Phase 1, to further accelerate students’ progress in lessons by ensuring the curriculum provides investigative and play-based learning opportunities, meeting individual needs more consistently, promoting critical thinking and extended responses, robustly analyzing internal and external assessment data, implementing effective questioning techniques, ensuring consistent assessment and feedback, and providing targeted professional development.
- •Strengthen the school’s procedures for monitoring, evaluation and planning of lessons by revising observation checklists to emphasize students’ learning skills and achievement, providing additional training for leaders in evaluating learning, using assessment outcomes to inform detailed improvement planning for subjects, reviewing student achievement against these plans regularly, and making more effective use of external assessment data for benchmarking.