Al Manhal International Private School

Manhal School was established in 1979 in order to achieve the dream of finding a good level of education for young people in the city of Abu Dhabi using the best available resources that would enable every child in the city of Abu Dhabi to develop itself and the creative, intellectual and physical abilities. School building began a small nursery for early childhood, and then quickly gained popularity within the community in Abu Dhabi and the continued growth of the number of children and grown steadily, so this became the building. this building was constructed on approximately 13.200 m² of land, while the building area covered it is about 5500 m² (two - storey or three - storey building in some parts) remaining area is considered Patios outdoors. the school is licensed by the Ministry of Education to teach the curriculum of the Ministry of Education for all materials.

Al Manhal International School believes that it is a very important and vital that students have the opportunity to learn how to move and also to moves in order to learn. The movement for them is a form of pleasure and happiness as a result of the spirit of competition and the exploration of their body potentials, and what helps them to do so is the presence of large arenas and suitable gyms.

The development and modernization through good planning is one of the most important goals we are striving to achieve to meet the needs and demands of the growth of our students, because we are aware of the importance of planning to build a distinctive and creative generation armed with science and knowledge. So it is no longer possible to leave the educational process in various stages without dealing with modern technology to keep up with the developments.

Summary of ADEK Inspection

The overall effectiveness of Al Manhal International School is acceptable. Key strengths are the students’ personal development and the quality of care, welfare, guidance and support. Most students attain levels in line with curriculum expectations. In Islamic education and Arabic, the majority of students attain levels that are above curriculum expectations. There is inconsistency in the quality of teaching and the impact it makes on learning; more consistently effective teaching is found in Islamic education, Arabic and social studies. Assessment processes are uniformly applied and performance results are carefully evaluated; this analysis is not used with sufficient thoroughness to inform planning, adapt the curriculum and deliver lessons that meet the different learning needs of all groups of students.
Staff, parents and students are committed to the school’s development, and purposeful links are cultivated between all the stakeholders. Self-evaluation appropriately involves senior and middle leaders and helps identify priorities for improvement. Observations of teaching and evaluation of its effectiveness take place regularly; these are not sufficiently rigorous in monitoring the quality of teachers’ planning and their effective use of assessment during lessons. Professional development is regular and has a positive impact on the quality of teaching. Senior leaders demonstrate a clear understanding of good educational practice and have established an inclusive school with good staff morale and students who are keen to learn. Leaders at all levels are committed to further improvement.

School’s strengths

• The principal’s high visibility and the clear direction he provides which, with the help of the vice principal, lead to good staff morale and positive student attitudes
• Grade 12 students’ high attainment in MoE examinations
• Students’ attentive listening and their confident speaking skills in Arabic and English
• Respectful classroom relationships and effective behaviour management strategies that support learning in most lessons
• The quality of care, welfare, guidance and support of students provided by staff