Affordable British Schools in Abu Dhabi 2026: Fees & Ratings
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UAE Ministry of Education
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Baniyas
Last updated · Sources: ADEK inspection reports · methodology
Dar Al Uloom Private School, established in 1999, is a Ministry of Education licensed private school located at 8587 Avenue, Baniyas West 3-A, Baniyas West, Abu Dhabi. The school operates as part of the Bin Ham Group and serves the local community with an Arabic-focused educational programme.
The school welcomes both boys and girls, providing coeducational learning from kindergarten through to Grade 12. Students benefit from a structured academic environment that follows UAE educational standards while receiving additional support in English and Computer Science.
Dar Al Uloom Private School delivers the official UAE Ministry of Education curriculum, ensuring alignment with national identity principles and educational requirements. The programme is designed to accommodate students from various Arab countries, facilitating smooth academic transitions for families who may relocate within the UAE or internationally.
The campus is located in Baniyas West, Abu Dhabi.
ADEK rated Dar Al Uloom Private School "Good" in its 2017-2018 inspection, up from "Weak" at the previous inspection. The school has been inspected 4 times since 2012-2013.
Dar Al Uloom Private School - Baniyas received an overall Good rating from ADEK. Social Studies attainment and progress were strongest, reaching Very Good in the senior phase, while English and Mathematics stayed mostly Acceptable. Teaching, health and safety, and care and support were rated Good; assessment and management were rated Acceptable.
Source: ADEK inspection report 2017-2018 (PDF, pages 1–8), inspected 10-May-2022 to 12-May-2022. Restated by BestSchool.ae.
Of the 56 performance indicators rated in both reports, 49 improved, 0 declined and 7 kept the same rating.
and 41 more
| Indicator | Phase | 2016-2017 | 2017-2018 |
|---|---|---|---|
| Students' achievement | |||
| Attainment in Islamic Education | Phase 1 (FS/KG) | Acceptable | Good |
| Attainment in Islamic Education | Phase 2 (P/E/C1) | Weak | Acceptable |
| Attainment in Islamic Education | Phase 3 (S/M/C2) | Acceptable | Acceptable |
| Attainment in Islamic Education | Phase 4 (P-16/HS/C3) | Acceptable | Very good |
| Progress in Islamic Education | Phase 1 (FS/KG) | Acceptable | Good |
| Progress in Islamic Education | Phase 2 (P/E/C1) | Weak | Acceptable |
| Progress in Islamic Education | Phase 3 (S/M/C2) | Acceptable | Acceptable |
| Progress in Islamic Education | Phase 4 (P-16/HS/C3) | Acceptable | Very good |
| Attainment in Arabic First Language | Phase 1 (FS/KG) | Weak | Good |
| Attainment in Arabic First Language | Phase 2 (P/E/C1) | Weak | Acceptable |
| Attainment in Arabic First Language | Phase 3 (S/M/C2) | Acceptable | Acceptable |
| Attainment in Arabic First Language | Phase 4 (P-16/HS/C3) | Weak | Good |
| Progress in Arabic First Language | Phase 1 (FS/KG) | Weak | Good |
| Progress in Arabic First Language | Phase 2 (P/E/C1) | Weak | Acceptable |
| Progress in Arabic First Language | Phase 3 (S/M/C2) | Acceptable | Acceptable |
| Progress in Arabic First Language | Phase 4 (P-16/HS/C3) | Weak | Good |
| Attainment in Social Studies | Phase 2 (P/E/C1) | Acceptable | Good |
| Attainment in Social Studies | Phase 3 (S/M/C2) | Acceptable | Good |
| Attainment in Social Studies | Phase 4 (P-16/HS/C3) | Weak | Very good |
| Progress in Social Studies | Phase 2 (P/E/C1) | Acceptable | Good |
| Progress in Social Studies | Phase 3 (S/M/C2) | Acceptable | Good |
| Progress in Social Studies | Phase 4 (P-16/HS/C3) | Acceptable | Very good |
| Attainment in English | Phase 1 (FS/KG) | Weak | Acceptable |
| Attainment in English | Phase 2 (P/E/C1) | Weak | Acceptable |
| Attainment in English | Phase 3 (S/M/C2) | Weak | Acceptable |
| Attainment in English | Phase 4 (P-16/HS/C3) | Weak | Acceptable |
| Progress in English | Phase 1 (FS/KG) | Weak | Good |
| Progress in English | Phase 2 (P/E/C1) | Weak | Good |
| Progress in English | Phase 3 (S/M/C2) | Acceptable | Good |
| Progress in English | Phase 4 (P-16/HS/C3) | Weak | Good |
| Attainment in Mathematics | Phase 1 (FS/KG) | Acceptable | Acceptable |
| Attainment in Mathematics | Phase 2 (P/E/C1) | Weak | Acceptable |
| Attainment in Mathematics | Phase 3 (S/M/C2) | Weak | Acceptable |
| Attainment in Mathematics | Phase 4 (P-16/HS/C3) | Acceptable | Acceptable |
| Progress in Mathematics | Phase 1 (FS/KG) | Weak | Acceptable |
| Progress in Mathematics | Phase 2 (P/E/C1) | Weak | Acceptable |
| Progress in Mathematics | Phase 3 (S/M/C2) | Weak | Good |
| Progress in Mathematics | Phase 4 (P-16/HS/C3) | Acceptable | Good |
| Attainment in Sciences | Phase 1 (FS/KG) | Acceptable | Acceptable |
| Attainment in Sciences | Phase 2 (P/E/C1) | Weak | Acceptable |
| Attainment in Sciences | Phase 3 (S/M/C2) | Weak | Acceptable |
| Attainment in Sciences | Phase 4 (P-16/HS/C3) | Weak | Good |
| Progress in Sciences | Phase 1 (FS/KG) | Acceptable | Good |
| Progress in Sciences | Phase 2 (P/E/C1) | Weak | Good |
| Progress in Sciences | Phase 3 (S/M/C2) | Acceptable | Good |
| Progress in Sciences | Phase 4 (P-16/HS/C3) | Weak | Good |
| Other subjects (Art, Music, PE) — Attainment | KG | Weak | — |
| Other subjects (Art, Music, PE) — Attainment | Primary | Weak | — |
| Other subjects (Art, Music, PE) — Attainment | Middle | Weak | — |
| Other subjects (Art, Music, PE) — Attainment | High | Acceptable | — |
| Other subjects (Art, Music, PE) — Progress | KG | Weak | — |
| Other subjects (Art, Music, PE) — Progress | Primary | Weak | — |
| Other subjects (Art, Music, PE) — Progress | Middle | Weak | — |
| Other subjects (Art, Music, PE) — Progress | High | Acceptable | — |
| Learning skills | Phase 1 (FS/KG) | Weak | Good |
| Learning skills | Phase 2 (P/E/C1) | Weak | Good |
| Learning skills | Phase 3 (S/M/C2) | Weak | Good |
| Learning skills | Phase 4 (P-16/HS/C3) | Weak | Good |
| Attainment in Social Studies | Phase 1 (FS/KG) | — | Good |
| Progress in Social Studies | Phase 1 (FS/KG) | — | Good |
| Students' personal and social development, and their innovation skills | |||
| Personal development | KG | Acceptable | — |
| Personal development | Primary | Acceptable | — |
| Personal development | Middle | Acceptable | — |
| Personal development | High | Acceptable | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | KG | Good | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | Primary | Good | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | Middle | Good | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | High | Good | — |
| Social responsibility and innovation skills | KG | Acceptable | — |
| Social responsibility and innovation skills | Primary | Acceptable | — |
| Social responsibility and innovation skills | Middle | Acceptable | — |
| Social responsibility and innovation skills | High | Acceptable | — |
| Teaching and assessment | |||
| Teaching for effective learning | KG | Weak | — |
| Teaching for effective learning | Primary | Weak | — |
| Teaching for effective learning | Middle | Weak | — |
| Teaching for effective learning | High | Weak | — |
| Assessment | Phase 1 (FS/KG) | Weak | Acceptable |
| Assessment | Phase 2 (P/E/C1) | Weak | Acceptable |
| Assessment | Phase 3 (S/M/C2) | Weak | Acceptable |
| Assessment | Phase 4 (P-16/HS/C3) | Weak | Acceptable |
| Teaching | Phase 1 (FS/KG) | — | Good |
| Teaching | Phase 2 (P/E/C1) | — | Good |
| Teaching | Phase 3 (S/M/C2) | — | Good |
| Teaching | Phase 4 (P-16/HS/C3) | — | Good |
| Curriculum | |||
| Curriculum design and implementation | KG | Weak | — |
| Curriculum design and implementation | Primary | Weak | — |
| Curriculum design and implementation | Middle | Weak | — |
| Curriculum design and implementation | High | Weak | — |
| Curriculum adaptation | KG | Weak | — |
| Curriculum adaptation | Primary | Weak | — |
| Curriculum adaptation | Middle | Weak | — |
| Curriculum adaptation | High | Weak | — |
| Leadership and management | |||
| The effectiveness of leadership | Whole school | Acceptable | — |
| Self-evaluation and improvement planning | Whole school | Weak | — |
| Partnerships with parents | Whole school | Acceptable | Good |
| Governance | Whole school | Very weak | Good |
| Management, staffing, facilities and resources | Whole school | Weak | — |
| Effectiveness of leadership | Whole school | — | Good |
| Self evaluation & improvement | Whole school | — | Good |
| Management | Whole school | — | Acceptable |
| Protection, care, guidance and support | |||
| Health & safety | Phase 1 (FS/KG) | — | Good |
| Health & safety | Phase 2 (P/E/C1) | — | Good |
| Health & safety | Phase 3 (S/M/C2) | — | Good |
| Health & safety | Phase 4 (P-16/HS/C3) | — | Good |
| Care & support | Phase 1 (FS/KG) | — | Good |
| Care & support | Phase 2 (P/E/C1) | — | Good |
| Care & support | Phase 3 (S/M/C2) | — | Good |
| Care & support | Phase 4 (P-16/HS/C3) | — | Good |
Inspectors rated Dar Al Uloom Private School as weak overall. Achievement fell below Ministry of Education curriculum expectations in most subjects, and teaching, self-evaluation, governance and facilities were weak. Leadership showed clear direction and good progress since the 2015 inspection, supported by strong parent relationships and high staff morale, though improvements remain incomplete.
Source: ADEK inspection report 2016-2017 (PDF, pages 1–20), inspected February 20 to February 23, 2017. Restated by BestSchool.ae.
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