Sunrise International School, Abu Dhabi
ADEK Inspection Report & Ratings
Last updated
Executive Summary
Sunrise International School, located in Abu Dhabi Island, operates under the CBSE curriculum and has received an overall Acceptable rating from ADEK for the 2023-2024 academic year. The school is commended for fostering a caring and safe learning environment that is inclusive of all students.
While students demonstrate adequate engagement and positive behavior, academic achievement in core subjects like Mathematics and Arabic as a second language shows areas of weakness, particularly in elementary and secondary phases. Standardized assessments like ASSET also indicate weak attainment in English, Mathematics, and Science. The school's internal assessment data often does not align with observed student knowledge and skills.
Key strengths include robust safety procedures, effective behavior management, and students' keen participation in school and community activities. However, there is a need to improve teaching quality, assessment practices, and provision for students with additional learning needs, as well as to strengthen leadership effectiveness and self-evaluation processes.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Sunrise International School Overall Rating
Acceptable
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' attainment and progress are generally acceptable, though standardized assessments indicate weak performance in English, Mathematics, and Science. Internal assessment data often overestimates student achievement compared to classroom observations, and progress for students of determination and higher-attaining students is inconsistent. weak attainmentinconsistent progress
Students exhibit positive attitudes, responsible behavior, and a clear understanding of Islamic values and UAE culture. They participate actively in school and community initiatives. However, their knowledge of other world cultures and opportunities for developing innovation and entrepreneurship skills are basic and inconsistent. positive attitudesUAE cultureinnovation skills
Teaching for effective learning is acceptable across all phases, but assessment practices are weak. Teachers' questions often lack complexity, and there are insufficient opportunities for student-centered learning, research, and collaborative activities. Assessment data is not effectively used to meet diverse learning needs, and accuracy in assessing attainment and progress is inconsistent. weak assessment practicesstudent-centered learning
Curriculum design, implementation, and adaptation are acceptable across all phases. The curriculum supports students' learning, but there is a need to review it to ensure sufficient opportunities for gifted and talented students to develop innovation and enterprise skills, both within and outside the classroom. curriculum designcurriculum adaptation
Health and safety arrangements, including child protection, are good, with robust safety procedures and effective behavior management. However, the overall care and support for students are weak, particularly concerning the identification and provision for students with additional learning needs, including students of determination and gifted and talented students. good health and safetyweak care and supportstudents of determination
The effectiveness of leadership, self-evaluation, community engagement, governance, and management are all acceptable. The principal and senior leadership team have created a caring and safe environment. However, there is a need to accelerate the appointment of a Head of Inclusion, implement quantifiable indicators for governors, and improve the use of assessment data for self-evaluation and professional development. effective leadershipself-evaluationHead of Inclusion
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Caring & Safe Environment
The principal and senior leadership team have successfully developed a caring and safe learning environment that is fully inclusive of students from diverse backgrounds.
Positive Student Behavior
The school's systems for managing student behavior are very effective, leading to well-behaved students who are respectful to adults and peers in lessons and around the school.
Robust Safety Procedures
The school maintains regular and robust safety procedures, ensuring students are very well supervised throughout the school premises and during transportation.
Community Participation
Students are keen to participate in activities that positively impact the school and the wider community, demonstrating a sense of social responsibility.
Academic Performance Breakdown
The school's internal assessment data often does not align with observed student performance, and standardized test results indicate weaknesses across core subjects. Progress for students of determination and higher-attaining students is inconsistent across all phases.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team, led by the principal, is committed to fostering a caring and safe learning environment that is inclusive for all students. They have established robust safety procedures and effective behavior management systems. However, there is a recognized need to enhance self-evaluation processes, strengthen accountability measures, and improve resource provision and professional development for staff.
Inspection Findings
Students' Achievement
Attainment and progress are acceptable overall, but standardized assessments reveal weaknesses in core subjects. Internal data often overstates achievement, and progress for students of determination and higher-attaining students is inconsistent across phases.
Personal & Social Development
Students demonstrate positive attitudes, responsible behavior, and a good understanding of Islamic values and UAE culture. However, their knowledge of other world cultures and opportunities for developing innovation and entrepreneurship skills are limited.
Teaching & Assessment
Teaching for effective learning is acceptable, but assessment practices are weak. There is insufficient focus on student-centered learning, higher-order questioning, and effective use of assessment data to meet diverse learning needs.
Curriculum Design & Adaptation
Curriculum design and adaptation are acceptable, but the curriculum needs to be reviewed to ensure it offers sufficient opportunities for gifted and talented students to pursue their interests and develop innovation skills.
Protection, Care & Support
Health and safety provisions are good, with robust procedures and effective behavior management. However, care and support are weak, particularly in identifying and providing for students with additional learning needs, including students of determination and gifted and talented.
Areas for Development
- •Raise students’ attainment and progress to a consistently good or better level in all core subjects and phases by improving knowledge and understanding of the Holy Qur’an, Hadeeth, Islamic law, etiquette, and Seerah, enhancing Arabic speaking, writing, and reading skills, improving understanding of world cultures and UAE governance, increasing knowledge of different genres and writing types, enhancing conceptual understanding and skills in basic mathematical operations, and improving scientific skills.
- •Improve the quality and impact of teaching and assessment by ensuring teaching is focused on student-centered learning, providing stretch and challenge for all students, raising the levels of teacher questions, reducing teacher talk time, increasing opportunities for research and collaboration, using assessment data more effectively, assessing attainment and progress more accurately, and providing more opportunities for higher-order learning skills.
- •Improve the provision for students with learning needs, including students of determination and the gifted and talented, by improving identification procedures, reviewing individual educational plans (IEPs) for SMART targets, providing challenging tasks and resources, reviewing the curriculum for sufficient opportunities, improving support protocols, and providing sufficient specific resources.
- •Improve the effectiveness of senior and middle leaders by accelerating the appointment of a Head of Inclusion, implementing explicit and quantifiable indicators for governors, ensuring self-evaluation is based on multiple sources of evidence, focusing monitoring on student-centered learning and skills development, providing professional development on assessment data analysis, providing a wider range of relevant subject and technology resources, and reviewing curriculum delivery arrangements to improve the learning environment.