The Aquila School, Dubai
KHDA Inspection Report & Ratings
Last updated
Executive Summary
The overall quality of education provided by The Aquila School is Good. Significant improvements have been noted, with progress in the Foundation Stage in English, mathematics, and science now very positive. Progress in Arabic as an additional language has improved to Very Good, and attainment for first language Arabic learners has also improved. Students' achievement in all core subjects is now above curriculum standards.
The quality of teaching and assessment in the Foundation Stage has improved to a Very Good standard, with teachers demonstrating in-depth knowledge of early years learning. Provision for learners, particularly in FS and Primary, is now very well developed following curriculum improvements. Inclusion is a significant strength, and the school's successful promotion of wellbeing has fostered a strong family ethos where students and staff thrive.
Leadership and management are effective, with the principal successfully encouraging staff to pursue improvements in academic outcomes. Teamwork among leaders is a strength, and support from governors has been effective. Partnerships with parents are very strong, and Very Good levels of staffing, facilities, and resources contribute to a positive environment that supports student achievement.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
The Aquila School Overall Rating
Good for 3+ consecutive years
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 strong commitment to inclusion, with robust support mechanisms including specialist teachers and LSAs. Staff effectively identify and address learning barriers, and strong partnerships with parents enhance outcomes for students of determination. The differentiated curriculum and support generally yield positive outcomes across phases. students of determinationspecialist teacherslearning support assistants
The overall quality of wellbeing provision and outcomes is Very Good, with exemplary leadership and a well-defined vision. Stakeholder engagement in wellbeing initiatives is a strength, and the school's thorough approach encompasses curricular and extra-curricular activities. This fosters a positive classroom climate where students feel connected and valued. exemplary leadershipstakeholder engagementpositive classroom climate
The school's overall standards in the National Agenda Parameter are Very Good. Performance in PIRLS 2021 was strong, exceeding targets. NAP assessments in English and mathematics sustained Very Good levels, and science results improved to Outstanding. Senior leaders effectively use data to adapt the curriculum and support Emirati students. PIRLS 2021National Agenda ParameterEmirati students
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Inclusive Family Ethos
The school fosters an inclusive and caring family ethos where wellbeing is successfully promoted, allowing students to thrive.
Educational Leadership
Strong teamwork and educational leadership are driving significant improvements across many aspects of the school’s provision.
Strong FS Provision
The Foundation Stage provides strong provision, leading to very positive progress for children in English, mathematics, and science.
Personal & Social Skills
Students demonstrate very well-developed personal and social skills, a strong knowledge of Emirati and world cultures, and an understanding of environmental issues.
Academic Performance Breakdown
Students' achievement in all core subjects is now above the curriculum standards. Progress in FS English, mathematics, and science is very positive, and Arabic (additional language) progress has improved to Very Good.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal successfully inspires staff to commit to the UAE National Agenda, build a strong school ethos, and improve academic outcomes. Teamwork among leaders is a strength, fostering high staff morale and frequent communication. Senior and most middle leaders demonstrate increasing capacity to further improve outcomes.
Inspection Findings
Students' Outcomes
Students' achievement in core subjects is above curriculum standards, with very positive progress in FS English, mathematics, and science. Personal development is very well-developed across all phases, including attitudes, respect, understanding of cultures, and social responsibility. Learning skills are very good in FS and Primary, though less developed in Secondary.
Personal Development
Students across all phases demonstrate very good personal development, including commendable behavior, strong responsibility, and positive attitudes. They show a deep understanding of Islamic values, Emirati and world cultures, and strong social responsibility, actively participating in community and environmental projects.
Teaching Quality
Teaching is strongest in FS, rated Very Good, with effective questioning and differentiation. In other phases, most teachers possess strong subject knowledge and foster positive learning environments. Internal assessment processes are well-established, with effective data analysis in FS, though consistency in using assessment information in lessons varies across other phases.
Protection & Care
The school implements strong and effective procedures for health, safety, and child protection, with well-maintained premises and systematic safety checks. Staff successfully foster positive relationships and employ rigorous methods to identify and support students of determination. Supportive classroom cultures and well-differentiated lessons ensure meaningful involvement for all students.
Areas for Development
- •Ensure greater consistency in the quality of teaching, particularly in relation to use of assessment data to challenge higher-attaining students and especially in Secondary.
- •Prepare for the development of the Post-16 phase by improving the secondary curriculum and learning approaches to align them with the International Baccalaureate’s (IB) principles.
- •Improve the capacity of leaders to monitor and evaluate provision accurately and take appropriate action to address underachievement where it occurs.
- •Improve students’ memorisation of the Holy Qur’an and application of Tajweed rules in all phases.
- •Improve students’ knowledge of Seerah and encourage them to connect their learning to the Prophet’s (PBUH) life.
- •Support students to widen their vocabulary.
- •Improve students' use of standard Arabic when speaking.
- •Improve students’ reading comprehension skills in Primary and Secondary.
- •Promote the use of standard Arabic in students' spoken communication.
- •Strengthen students’ skills in punctuation and spelling.
- •Improve the quality of students’ handwriting and presentational skills.
- •Ensure that students can apply mathematical skills in a variety of everyday and cross-curricular contexts.
- •Improve further students’ experimentation and investigation skills, particularly at Secondary.
- •Improve students’ abilities to apply their subject-specific skills in everyday contexts.
- •Improve students’ attendance rates even further.
- •Improve students’ cultural awareness especially in the lower phases of the school.
- •Ensure that work is appropriately matched to students’ learning needs.
- •Share the best practice on questioning, to ensure that all students are challenged to think deeply.
- •Improve the consistency of the use of assessment information in lessons.
- •Ensure that curriculum planning is strengthened through greater opportunity for cross-curricular learning.
- •Ensure that appropriate links to the UAE culture and heritage are implemented more consistently in lessons.
- •Improve information to parents about child protection and safeguarding.
- •Ensure that consistency is maintained across all phases and subjects to provide uniform learning experiences for students of determination and those who are gifted or talented.
- •Enhance further the professional development programmes for staff to foster innovation in the provision of wellbeing.
- •Use the results of NGRT tests and other information to ensure more consistent quality in students’ reading comprehension skills.