Yas Academy School
Executive Summary
Yas Academy School has maintained an overall Acceptable rating in its latest ADEK Irtiqa inspection for the 2024-2025 academic year. This rating reflects a consistent performance since the previous inspection in 2022. The school follows the MoE (UAE) curriculum, catering to students from KG through Cycle 3.
While many aspects of student achievement, teaching, and curriculum remain Acceptable, the report highlights areas of regression, particularly in Arabic as a first language and Islamic education in Cycle 1, and science in Cycle 3. The school demonstrates strengths in promoting UAE culture and values, and students in Cycle 3 show good achievement in social studies and maturity in leading wellbeing activities. Leaders are committed to improving results in international assessments like TIMSS, PISA, and PIRLS.
Key areas for development include strengthening students' achievements across all subjects and cycles, improving the quality of teaching to meet individual needs, and enhancing school leadership, especially in self-evaluation and improvement planning. The school's efforts in managing attendance and punctuality are effective, and students actively participate in national reading and writing competitions.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Yas Academy School 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 is predominantly Acceptable across most subjects and cycles, though there has been regression in Arabic (first language) and Islamic Education in Cycle 1, and Science in Cycle 3. While internal assessments often show above-curriculum standards, standardized tests reveal weaknesses. Students in Cycle 3 demonstrate good achievement in social studies. Arabic as a first languageIslamic EducationScienceSocial Studies
Students' personal development is Acceptable in Cycles 1 and 2, and Good in Cycle 3. Understanding of Islamic values and awareness of Emirati and world cultures is Good across all cycles. Social responsibility and innovation skills are judged as Acceptable. Islamic valuesEmirati and world culturesSocial responsibility
Teaching for effective learning and assessment remains Acceptable across all cycles. However, new teachers need to develop skills in planning and delivering lessons that cater to individual student needs, and inconsistencies in teaching contribute to achievement declines. effective learningassessmentindividual needs
Curriculum design, implementation, and adaptation are Acceptable across all cycles. The curriculum is noted for being more focused on knowledge than skills, with adaptations not sufficiently developed to provide adequate support and challenge for all students. curriculum designcurriculum adaptationknowledge than skills
Health and safety, including child protection arrangements, has declined from Good to Acceptable due to insufficient building maintenance and identified hazards. Overall arrangements for care and support remain Acceptable. Health and safetychild protectioncare and support
Most aspects of leadership and management remain Acceptable, with the exception of self-evaluation and improvement planning, which has regressed to Weak. This is attributed to a lack of rigor in self-evaluation and development plans that lack specific actions for sustained improvement. self-evaluationimprovement planninggovernance
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Promotes UAE Culture
The school successfully promotes an appreciation of the UAE culture and values across its curriculum.
Islamic Values
Students consistently demonstrate a secure knowledge and appreciation of Islamic values in all cycles.
Social Studies Achievement
Students in Cycle 3 show good levels of achievement in UAE social studies.
Student Initiative
Cycle 3 students demonstrate maturity and initiative by leading peer-awareness workshops and wellbeing activities.
Attendance Management
The school effectively manages student attendance and punctuality through systematic record-keeping and regular parent communication.
Reading Competitions
Students actively participate in national reading and writing competitions, with some reaching national finals and top rankings.
Academic Performance Breakdown
Overall student achievement is Acceptable, with notable strengths in Cycle 3 Social Studies and some improvements in Cycle 2 Arabic. However, regressions in Cycle 1 Arabic and Islamic Education, and Cycle 3 Science, indicate inconsistencies. Standardized assessment results (ACER-IBT, TIMSS) generally show performance below international averages or school targets, highlighting a gap between internal and external assessment outcomes.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
School leaders demonstrate commitment to improving international assessment results by strengthening leadership roles and aligning the curriculum with assessment requirements. They are reviewing the curriculum to incorporate critical thinking and problem-solving, particularly for older students, and adapting mathematics to apply skills to everyday problems. However, self-evaluation processes lack rigor, and improvement plans need more specific actions and responsibilities.
Inspection Findings
Students' Achievement
Attainment and progress are mixed, with strengths in Cycle 3 Social Studies and some areas of regression in Arabic and Islamic Education in Cycle 1, and Science in Cycle 3. Internal assessments often show students above curriculum standards, but standardized tests indicate weaknesses, particularly in Arabic, Mathematics, and Science. Students' learning skills are Acceptable across all cycles.
Personal & Social Development
Students' personal development is Acceptable in Cycles 1 and 2, and Good in Cycle 3. Understanding of Islamic values and awareness of Emirati and world cultures is Good, while social responsibility and innovation skills are Acceptable across all cycles.
Teaching & Assessment
Teaching for effective learning and assessment remains Acceptable across all cycles. However, new teachers need further development in planning and delivering lessons that cater to individual student needs, and inconsistencies in teaching contribute to varied student achievement.
Curriculum Design & Adaptation
Curriculum design, implementation, and adaptation are Acceptable across all cycles. The curriculum is noted for its focus on knowledge over skills, and adaptations are not sufficiently developed to provide the necessary support and challenge for all students to make optimal progress.
Protection, Care & Support
Health and safety, including child protection arrangements, has declined from Good to Acceptable due to insufficient building maintenance and identified hazards. Overall arrangements for care and support remain Acceptable.
Areas for Development
- •Improve students’ achievements in all subjects and cycles by strengthening speaking and listening skills, systematically guiding Cycle 1 students through reading, developing reading and writing skills across all subjects, integrating higher-order thinking tasks, and increasing opportunities for scientific thinking and independent research.
- •Improve the quality of teaching in all cycles by ensuring teachers review prior learning, improving group work, adapting teaching to individual needs, setting high expectations, developing active learning strategies, using assessment data effectively, and providing clear and constructive feedback.
- •Improve results in PISA, TIMSS, and PIRLS international assessments and aim to meet the set targets by developing a focused improvement plan, aligning curriculum content and teaching approaches with core competencies, using assessment data for tailored interventions, incorporating assessment-style tasks, and supporting teacher development.
- •Improve school leadership with a particular focus on self-evaluation and school improvement by strengthening lesson observation forms, using all assessment outcomes to evaluate attainment and progress, providing professional development for teachers, ensuring leaders understand their roles, strengthening governors' monitoring, and systematically collecting stakeholder views.