The National Charity School for Girls

In both cycles, students attain well in mathematics, reflecting their comprehensive knowledge, understanding, and skills in the subject. Conversely, their attainment in Arabic, Islamic studies, science, and English consistently meets an acceptable standard across both cycles. While the majority of students demonstrate above-expected progress in mathematics, most of them make only expected progress in Arabic, Islamic education, English, and science.

Students exhibit responsible attitudes and respectful relationships which contribute to the strong and positive ethos in the school. They possess a strong understanding of the impact of Islamic values on UAE society. Cycle 3 students demonstrate a clear understanding, awareness, and appreciation of their own and other world cultures. They willingly take on responsible roles, engage in volunteer work, and demonstrate innovation in business projects. Additionally, students have a mature understanding of environmental and sustainability issues.

Teachers possess strong subject knowledge but employ traditional teacher-centred teaching methods, with heavy reliance on the textbook.The focus of teaching is more on acquiring knowledge rather than developing skills. Low teacher expectations and minimal challenge impede student progress. Despite internal and external student assessments, ineffective utilisation of assessment data and inconsistent teacher feedback in student’s written work fail to facilitate students’ improvement.

The school is initiating its well-being policy, recognising its importance but not yet fully integrating it into daily routines. Parental and student engagement is growing, with surveys occasionally informing decisions. Students have access to trained support staff when needed. While staff satisfaction is high, a thorough well-being training program is still needed. Plans for structured well-being initiatives, including student-led ones, are in the planning stage, but consistent daily support for well-being is not yet established.

School leaders welcome students with various learning abilities and introduce individual academic passports to support them. Parents appreciate the caring ethos and see progress in both academics and personal development, facilitated by open communication with the school. Teaching strategies lack effective alignment with the diverse needs of all students, including those with gifts and talents, high achievers or requiring additional support, hindering their ability to reach their full potential.

Leaders prioritise UAE priorities and are inclusive of students with diverse learning abilities. Parental satisfaction is generally high, but there is a need for more consistent and detailed reporting. The governance board is actively engaged, yet overall school performance has remained largely unchanged, though recently appointed expertise may lead to improvements. Staffing levels are sufficient, but professional development opportunities are generic. Sharing facilities and inadequate resources pose barriers, limiting the learning experience. Efforts to address areas for improvement is work in progress.