Dar Al Uloom Private School, Al Ain

Established in 1999 in Falaj Hazza District of Al-Ain, Dar Al-Uloom Private School is one of the Bin-Ham Group Schools. Over the past years, the school has always sought ways to continuously improve upon the education that it provides by adopting updated policies. The school has expanded to include all stages from kindergarten to 12th grade. Following the Ministry of Education curriculum in the UAE, we are committed to the application of the principles of national identity in education and to build a generation loyal to its country and creative in its thought and skills.

Based on the identity and pride of the Emirate of Abu Dhabi, Dar Al Uloom Private School - Falaj Hazaa has acquired its authentic Arab identity. This identity also stems from ambitions and a deep belief in the community of Arab unity, which the school has been keen to inculcate in the hearts of its children, generation after generation, and urges the correct Islamic commitment to all age groups.

Vision
A high-quality education, an interesting educational environment, and effective community participation, and a loyal creative generation.

Mission
Providing a high-quality education to build a generation committed to its religion, loyal to its country, creative in its thoughts and skills through an adequate educational system, well-qualified staff and effective community participation.

Values
Our values are originated from our Arabic Islamic heritage and the UAE Identity (Integrity, honesty, transparency, compassion, accountability, and respect.

Summary of ADEK Inspection

The Dar Al Uloom School provides a weak quality of education. The senior leaders and governors have an accurate understanding of the school’s strengths and areas for development. There is inconsistent practice in addressing the areas of development and consequently improving the quality of provision to required levels of standards.

Standards of attainment in most subjects meet or are above the Ministry of Education (MoE) curriculum expectations. The trend of strong performance, in final MoE examinations, has been sustained in most subjects; standards in English have fallen. These standards of achievement were not observed in teaching and in students’ work. The progress of majority of students in lessons and within different groups such as those with special educational needs (SEN) and those who are more able or are gifted and talented is weak. Students do not make the progress they are capable of in Islamic education, social studies, English, science and in other subjects outside of the core offer. Lessons lack challenge, demonstrate low expectations and utilise inappropriate strategies for meeting the needs of different students. In consequence, the overall quality of teaching is weak. The extensive assessment data collected is not used to effectively inform and change practice within the classroom. Feedback to students on how to improve is weak. The curriculum has not been effectively adapted to address the innovation agenda.

The school generally promotes a caring environment, relationships are courteous and supportive. Resources have improved but there are continuing constraints on student learning in physical education and creative subjects. The school has appropriate routines for its day-to-day management.

School’s strengths

• The direction and planning initiated by the principal and vice-principals to promote school objectives
• The positive relationships and students show mutual respect for each other and their different cultural backgrounds
• Behaviour and positive attitudes to work shown by most students, particularly girls.
• The attainment in almost all subjects, in comparison with MoE curriculum standards
• The provision of a scheduled programme of professional development
• The open communication with parents.