Horizon Private School (MOE)

The school opened in 2003 in Khalifa City, Abu Dhabi. Its stated mission is to ‘build personal leadership able to keep up with the creative spirit of the age and its innovation’. The school is licensed to offer the UAE Ministry of Education (MoE) curriculum from Kindergarten (KG) to Grade 12. There are 1162 students; 59% are boys, all are Muslim and speak Arabic as their first language. About 45% of students are UAE nationals. Almost all of the rest come from a wide range of Arab countries, with other major groups from countries including Egypt (11%), Syria (10%), Yemen (7%) and Palestine (7%).

There are 161 children in the Kindergarten (KGa); 445 in Grades 1‐5; 307 in Grades 6‐9; and 249 in Grades 9‐12. Boys and girls are taught in mixed classes in the KG and otherwise in separate boys’ and girls’ sections. No students are formally identified as having special educational needs (SEN) or as gifted and talented. Children of all ages are tested on entry in Arabic, English, mathematics and science and very few are refused admission. Students in grades 6‐11 take examinations set by the MoE in all subjects, which are marked internally. Students in Grade 12 take examinations set and marked externally by the MoE. Members of the school’s governing body (trustees) are appointed by the owner and include 2 representatives of parents. The senior leadership team comprises the principal, who has been in post for 11 years, and 2 vice‐principals. Staff turnover has been very low in recent years.

Summary of ADEK Inspection

The overall quality of the school’s performance is acceptable. Students’ attainment, progress and personal development are acceptable and this is matched by the acceptable teaching, curriculum, care, welfare and support provided by the school. Under the direction of the newly appointed principal, senior leaders have taken the initiative and provided the right strategic direction to enable the school to move forward. Parents and students are clear about the impact this is having on the better overall provision. Leaders are also rightly aware that they have yet to remove the variability in teaching, improve resources and encourage students, particularly boys, to gain deeper understanding and curiosity in their learning.

School’s strengths

• Positive decisions made by the senior leadership and governing board about developing the school’s provision
• The improvement the school has made since the last inspection
• The school’s development of stronger partnerships with parents
• The growing number of students who want to achieve well because of their better attitudes to learning.