United Private School - Branch 1, Abu Dhabi
ADEK Inspection Report & Ratings
Last updated
Executive Summary
United Private School - Branch 1, an American curriculum school in Bani Yas, Abu Dhabi, received an Acceptable overall rating in its latest ADEK Irtiqa inspection for the 2024-2025 academic year. The school has maintained this rating since its previous inspection in 2022, reflecting consistent performance over time.
Strengths include students' positive attitudes, respect, and a strong appreciation for Emirati heritage and culture. Academic progress in English and Mathematics has improved in Phases 1 and 2, with Mathematics attainment remaining Good in Phase 3. The school also provides effective health and safety arrangements and targeted support for students with additional learning needs.
Key areas for development focus on consistently raising student achievement to a Good level across all core subjects, improving teaching and assessment strategies to foster critical thinking, and enhancing leadership impact by addressing high staff turnover and strengthening self-evaluation processes. The school is also working to improve outcomes in international assessments like TIMSS and PIRLS.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
United Private School - Branch 1 Overall Rating
Acceptable for 2+ consecutive years
ADEK Performance Standards
The six Irtiqa inspection standards used by ADEK to evaluate school performance across Abu Dhabi.
Students' achievement in Arabic-medium subjects remains Acceptable due to an overreliance on teacher-led instruction. Progress in English and Mathematics has improved to Good in Phases 1 and 2, with Mathematics attainment maintaining a Good level in Phase 3. Science achievement improved to Good in Phase 2, but remains Acceptable in Phases 1 and 3. AcceptableGoodEnglishMathematicsScience
Students demonstrate a Good understanding of Islamic values and appreciation for Emirati culture, actively participating in national celebrations and cultural projects. Social responsibility and innovation skills are also rated Good. Personal development is Acceptable in Phases 1 and 3 due to attendance, but Good in Phase 2, reflecting positive attitudes and respectful conduct. GoodIslamic valuesEmirati cultureSocial responsibilityinnovation skills
Teaching and assessment practices are Acceptable across all phases. While teachers have secure subject knowledge, student-led learning, inquiry-based approaches, and higher-order thinking are not consistently embedded. Assessment data is collected but not consistently used for differentiation or to drive improvement, and feedback is often generic. Acceptablestudent-led learningdifferentiationassessment data
Curriculum design and adaptation are Acceptable across all phases. The school has developed extensive documentation aligned with national priorities and international benchmarks, reflecting UAE cultural values. However, classroom implementation is inconsistent, with limited effective differentiation, unclear lesson objectives, and infrequent cross-curricular links or real-world applications. Acceptablecurriculum designcurriculum adaptationdifferentiation
Health, safety, and safeguarding arrangements are Good, supported by clear policies and effective protocols. Care and support are also Good, with behavior issues successfully addressed. The school provides well-established and effective support for students with additional learning needs and gifted and talented students, and student well-being is routinely monitored. Goodhealth and safetysafeguardingadditional learning needsgifted and talented
Leadership effectiveness and school self-evaluation are Acceptable, while parental involvement and management of staffing, facilities, and resources are Good. Governance has declined to Acceptable. The principal provides clear direction, but high staff turnover and unrealistic self-evaluation hinder sustained improvement, despite strong commitment to national priorities and student well-being. AcceptableGoodparental involvementstaff turnoverself-evaluation
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Academic Progress
Students' progress in English and mathematics has improved in Phases 1 and 2, with mathematics achievement remaining strong in Phase 3.
Positive Student Conduct
Students consistently demonstrate positive attitudes, good behavior, and respect towards teachers and peers.
Cultural Appreciation
Students show a strong appreciation for Emirati heritage and culture, understanding its influence on contemporary life in the UAE.
Effective Safeguarding
The school has effective arrangements for student health, safety, and child protection, with students being well aware of these procedures.
Targeted Student Support
Targeted support systems are in place for students with additional learning needs, gifted and talented students, and those with varied learning difficulties.
Trusted Leadership
The principal and vice principal enjoy the trust and confidence of the parents' council and the wider school community.
Academic Performance Breakdown
While Arabic-medium subjects generally remain Acceptable, English and Mathematics show improved progress in lower phases. Science also improved in Middle phase. Internal assessment data often shows higher attainment than observed in lessons or external assessments.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal provides clear direction and is highly respected by the school community. However, other senior leaders are new to their roles, and high staff turnover continues to hinder sustained improvement. While self-evaluation processes are in place, they are noted for unrealistic judgments and a lack of alignment with the school development plan. Parental engagement remains a significant strength, with an active parents’ group contributing to school life and decision-making. The Governing Board is aware of key priorities but needs to strengthen accountability for student outcomes and address staff stability. Daily operations are well managed, but resources are limited, and premises require further upgrades. Leaders demonstrate a strong commitment to national priorities, inclusion, and student well-being.
Inspection Findings
Students' Achievement
Students' achievement in Arabic-medium subjects remains Acceptable due to teacher-led instruction. English and Mathematics progress improved in Phases 1 and 2, with Mathematics attainment reaching Good in Phase 3. Science achievement improved to Good in Phase 2, but remains Acceptable in Phases 1 and 3. Overall attainment in Islamic Education and Arabic FL is above curriculum standards internally, but external assessments show Acceptable levels.
Personal & Social Development
Students demonstrate a Good understanding of Islamic values and appreciation for Emirati culture, actively participating in national celebrations. Social responsibility and innovation skills are also rated Good. Personal development is Acceptable in Phases 1 and 3 due to attendance, but Good in Phase 2, reflecting positive attitudes and respectful conduct.
Teaching & Assessment
Teaching and assessment practices are Acceptable across all phases. Teachers possess secure subject knowledge, but student-led learning, inquiry-based approaches, and higher-order thinking are not consistently embedded. Assessment data is collected but not consistently used for differentiation or to drive improvement, and feedback is often generic.
Curriculum Design & Adaptation
Curriculum design and adaptation are Acceptable across all phases. Documentation aligns with national priorities and international benchmarks, reflecting UAE cultural values. However, classroom implementation is inconsistent, with limited effective differentiation, unclear lesson objectives, and infrequent cross-curricular links or real-world applications.
Protection, Care & Support
Health, safety, and safeguarding arrangements are Good, supported by clear policies and effective protocols. Care and support are also Good, with behavior issues successfully addressed. The school provides well-established and effective support for students with additional learning needs and gifted and talented students, and student well-being is routinely monitored.
Areas for Development
- •Raise students’ achievement to a consistently Good level in all core subjects and phases by strengthening Qur’an recitation, improving functional writing in Arabic and English, enhancing reading comprehension, developing research and inquiry skills, and promoting critical thinking.
- •Improve aspects of teaching for effective learning, assessment, and curriculum by increasing consistency in support and challenge, broadening teaching strategies, developing instructional delivery, analyzing assessment data more deeply, implementing structured feedback, and enhancing curriculum mapping.
- •Improve the impact of school leadership further by ensuring the SEF is more realistic and aligned with the SDP, developing middle leaders’ understanding of the inspection framework, defining clear roles and responsibilities, strengthening support for leaders, and evaluating causes of staff turnover to improve retention.
- •Improve outcomes in TIMSS and PIRLS international assessments and aim to meet the set targets by aligning curriculum content with skill demands, embedding critical thinking and problem-solving, developing scientific inquiry, using past questions, providing targeted interventions, and enhancing teachers’ understanding of international standards.