United International Private School

Students levels of achievement have not improved significantly since the last inspection across the subjects in most phases. Furthermore , in Kindergarten (KG), the children’s progress has declined in English and Science, and it is now only acceptable. Throughout the school, the students’ learning skills have remained adequate in KG, good in in Primary and Junior High and very strong in Senior High school.

School leaders have maintained the students’ excellent personal and social outcomes across all phases. The students show very positive attitudes and behaviour across the school. They are adapting the healthy lifestyle and caring each other. Their attendance rate is exceptionally high. They have a very strong knowledge and understanding of UAE culture, their own heritage, and traditions. Their work ethic and awareness of the environment are strong.

Teachers in the upper phases demonstrate secure subject knowledge, but teaching methods in the Kindergarten (KG) and Primary are more didactic and less consistently promote active, independent learning. The school has systems to collect assessment data and produce reports, aiding in identifying learning gaps. However, the variability in marking quality and inadequate use of assessment information hampers personalized learning planning.

The school dedication for the promotion of well-being is not only reflected in comprehensive policies and plans but is also actively reinforced and monitored by senior leaders. Teachers establish highly positive relationships with students. Specialised teams provide targeted interventions for those requiring additional support. The school places a significant emphasis on promoting the well-being of staff. The school effectively, engages parents to enhance students' achievement. The curriculum is enriched with an expanding array of well-being initiatives, seamlessly integrated across phases and subjects.

The school provides tailored support and curriculum adjustments for students of determination, with parents kept informed through diverse reports. Classrooms encourage collaboration, but differentiated teaching varies, affecting engagement and challenge. Support for complex needs is generally effective, yet tracking progress against targets and its impact on provision needs clearer linkage and consistent review.

The governance, principal and senior leaders are committed to school improvements and to serving the wider community. They successfully maintain the high quality of students’ personal and social responsibility. Parents are very active in supporting the school and students’ learning. The governing board consider stakeholders’ views and hold leaders to account. The school is well-operated overall and adequately staffed with qualified teachers. Premises are well maintained but library is less developed.