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.
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Acceptable
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Sunrise International School Overall Rating
Acceptable
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
Standout achievements identified by the inspection team that distinguish this school.
The principal and senior leadership team have successfully developed a caring and safe learning environment that is fully inclusive of students from diverse backgrounds.
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.
The school maintains regular and robust safety procedures, ensuring students are very well supervised throughout the school premises and during transportation.
Students are keen to participate in activities that positively impact the school and the wider community, demonstrating a sense of social responsibility.
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.
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
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.
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.
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 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 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.
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.