Affordable British Schools in Abu Dhabi 2026: Fees & Ratings
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SABIS
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Abu Dhabi University Area
Last updated · Sources: ADEK inspection reports · methodology
The International School of Choueifat - Abu Dhabi is a SABIS school located in Al-Mushref. First opening in November 1978 on a temporary site, the school moved to its current 35,000 square metre campus in Khalifa Bin Muhammad Street in November 1979, making it one of the longest-established international schools in the emirate.
The school welcomes both boys and girls from approximately 100 different nationalities. With a student population of over 3,600, ISC-Abu Dhabi serves children from age 3 through to 18 years old. It offers classes from kindergarten to Grade 12, follows the SABIS curriculum integrating UK and US elements, and provides IGCSE, AS/A Levels, and AP exams. Accreditations include AI, MSA, NSCPA, ADEK 'Good' rating, BSME, and Microsoft Showcase School.
The campus features over 100 classrooms, three science laboratories, computer labs, and a large computerised examination hall.
Students benefit from substantial sports and recreational amenities on site. These include a semi-Olympic swimming pool, a multipurpose sports hall, gymnasium, squash court, football pitch, and multiple outdoor courts. Younger children have access to an infants' swimming pool and dedicated play areas. The campus was situated behind Abu Dhabi University, accessible from the 29th Street of Airport Road and Hazzaa Bin Zayed Street, with easy connections from the E22 Al Ain Road. Note: The original campus was demolished in 2023 for upgrades.
ADEK rated The International School of Choueifat "Good" in its 2018-2019 inspection, up from "Acceptable" at the previous inspection. The school has been inspected 4 times since 2012-2013.
Inspectors rated this school Good overall. Students achieved well across most subjects, with very good outcomes in Science and Mathematics in upper phases, and very good health and safety provision. Arabic as a Second Language attainment and progress remained acceptable across phases. The report notes no explicit strengths or recommendations sections.
Source: ADEK inspection report 2018-2019 (PDF, pages 1–8), inspected 07-Feb-2022 to 10-Feb-2022. Restated by BestSchool.ae.
Of the 58 performance indicators rated in both reports, 19 improved, 2 declined and 37 kept the same rating.
and 11 more
Of the 4 recommendations made in 2017-2018, 1 can be checked against the 2018-2019 ratings: 1 show an improvement.
Learning skills (Phase 1 (FS/KG)): Acceptable → Good · Learning skills (Phase 2 (P/E/C1)): Acceptable → Good
| Indicator | Phase | 2017-2018 | 2018-2019 |
|---|---|---|---|
| Students' achievement | |||
| Islamic Education — Attainment | Phase 1 (FS/KG) | Good | Good |
| Islamic Education — Attainment | Phase 2 (P/E/C1) | Good | Good |
| Islamic Education — Attainment | Phase 3 (S/M/C2) | Good | Good |
| Islamic Education — Attainment | Phase 4 (P-16/HS/C3) | Good | Good |
| Islamic Education — Progress | Phase 1 (FS/KG) | Good | Good |
| Islamic Education — Progress | Phase 2 (P/E/C1) | Good | Good |
| Islamic Education — Progress | Phase 3 (S/M/C2) | Good | Good |
| Islamic Education — Progress | Phase 4 (P-16/HS/C3) | Good | Good |
| Arabic First Language — Attainment | Phase 1 (FS/KG) | Very good | Good |
| Arabic First Language — Attainment | Phase 2 (P/E/C1) | Good | Good |
| Arabic First Language — Attainment | Phase 3 (S/M/C2) | Good | Good |
| Arabic First Language — Attainment | Phase 4 (P-16/HS/C3) | Good | Good |
| Arabic First Language — Progress | Phase 1 (FS/KG) | Very good | Good |
| Arabic First Language — Progress | Phase 2 (P/E/C1) | Good | Good |
| Arabic First Language — Progress | Phase 3 (S/M/C2) | Good | Good |
| Arabic First Language — Progress | Phase 4 (P-16/HS/C3) | Good | Good |
| Arabic Second Language — Attainment | Phase 2 (P/E/C1) | Weak | Acceptable |
| Arabic Second Language — Attainment | Phase 3 (S/M/C2) | Weak | Acceptable |
| Arabic Second Language — Attainment | Phase 4 (P-16/HS/C3) | Acceptable | Acceptable |
| Arabic Second Language — Progress | Phase 2 (P/E/C1) | Weak | Acceptable |
| Arabic Second Language — Progress | Phase 3 (S/M/C2) | Weak | Acceptable |
| Arabic Second Language — Progress | Phase 4 (P-16/HS/C3) | Acceptable | Acceptable |
| Social Studies — Attainment | Phase 2 (P/E/C1) | Acceptable | Good |
| Social Studies — Attainment | Phase 3 (S/M/C2) | Acceptable | Good |
| Social Studies — Progress | Phase 2 (P/E/C1) | Acceptable | Good |
| Social Studies — Progress | Phase 3 (S/M/C2) | Acceptable | Good |
| English — Attainment | Phase 1 (FS/KG) | Good | Good |
| English — Attainment | Phase 2 (P/E/C1) | Acceptable | Good |
| English — Attainment | Phase 3 (S/M/C2) | Acceptable | Good |
| English — Attainment | Phase 4 (P-16/HS/C3) | Good | Very good |
| English — Progress | Phase 1 (FS/KG) | Good | Good |
| English — Progress | Phase 2 (P/E/C1) | Acceptable | Good |
| English — Progress | Phase 3 (S/M/C2) | Good | Good |
| English — Progress | Phase 4 (P-16/HS/C3) | Good | Very good |
| Mathematics — Attainment | Phase 1 (FS/KG) | Good | Good |
| Mathematics — Attainment | Phase 2 (P/E/C1) | Good | Good |
| Mathematics — Attainment | Phase 3 (S/M/C2) | Good | Good |
| Mathematics — Attainment | Phase 4 (P-16/HS/C3) | Good | Very good |
| Mathematics — Progress | Phase 1 (FS/KG) | Good | Good |
| Mathematics — Progress | Phase 2 (P/E/C1) | Good | Good |
| Mathematics — Progress | Phase 3 (S/M/C2) | Acceptable | Good |
| Mathematics — Progress | Phase 4 (P-16/HS/C3) | Good | Very good |
| Sciences — Attainment | Phase 1 (FS/KG) | Good | Good |
| Sciences — Attainment | Phase 2 (P/E/C1) | Good | Good |
| Sciences — Attainment | Phase 3 (S/M/C2) | Very good | Very good |
| Sciences — Attainment | Phase 4 (P-16/HS/C3) | Very good | Very good |
| Sciences — Progress | Phase 1 (FS/KG) | Good | Good |
| Sciences — Progress | Phase 2 (P/E/C1) | Good | Good |
| Sciences — Progress | Phase 3 (S/M/C2) | Very good | Very good |
| Sciences — Progress | Phase 4 (P-16/HS/C3) | Very good | Very good |
| Other subjects — Attainment | KG | Acceptable | — |
| Other subjects — Attainment | Primary | Acceptable | — |
| Other subjects — Attainment | Middle | Acceptable | — |
| Other subjects — Attainment | High | Good | — |
| Other subjects — Progress | KG | Acceptable | — |
| Other subjects — Progress | Primary | Acceptable | — |
| Other subjects — Progress | Middle | Acceptable | — |
| Other subjects — Progress | High | Good | — |
| Learning skills | Phase 1 (FS/KG) | Acceptable | Good |
| Learning skills | Phase 2 (P/E/C1) | Acceptable | Good |
| Learning skills | Phase 3 (S/M/C2) | Good | Good |
| Learning skills | Phase 4 (P-16/HS/C3) | Good | Good |
| Students' personal and social development, and their innovation skills | |||
| Personal development | KG | Good | — |
| Personal development | Primary | Good | — |
| Personal development | Middle | Very good | — |
| Personal development | High | Very good | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | KG | Very good | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | Primary | Very good | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | Middle | Very good | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | High | Very good | — |
| Social responsibility and innovation skills | KG | Good | — |
| Social responsibility and innovation skills | Primary | Good | — |
| Social responsibility and innovation skills | Middle | Good | — |
| Social responsibility and innovation skills | High | Very good | — |
| Teaching and assessment | |||
| Teaching for effective learning | KG | Acceptable | — |
| Teaching for effective learning | Primary | Acceptable | — |
| Teaching for effective learning | Middle | Good | — |
| Teaching for effective learning | High | Good | — |
| Assessment | Phase 1 (FS/KG) | Good | Good |
| Assessment | Phase 2 (P/E/C1) | Good | Good |
| Assessment | Phase 3 (S/M/C2) | Good | Good |
| Assessment | Phase 4 (P-16/HS/C3) | Good | Very good |
| 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 | Good | — |
| Curriculum design and implementation | Primary | Acceptable | — |
| Curriculum design and implementation | Middle | Acceptable | — |
| Curriculum design and implementation | High | Acceptable | — |
| Curriculum adaptation | KG | Good | — |
| Curriculum adaptation | Primary | Acceptable | — |
| Curriculum adaptation | Middle | Acceptable | — |
| Curriculum adaptation | High | Good | — |
| The protection, care, guidance and support of students | |||
| Health and safety, including arrangements for child protection/safeguarding | KG | Good | — |
| Health and safety, including arrangements for child protection/safeguarding | Primary | Good | — |
| Health and safety, including arrangements for child protection/safeguarding | Middle | Good | — |
| Health and safety, including arrangements for child protection/safeguarding | High | Good | — |
| Care and support | KG | Very good | — |
| Care and support | Primary | Very good | — |
| Care and support | Middle | Good | — |
| Care and support | High | Good | — |
| Protection, care, guidance and support | |||
| Health & safety | Phase 1 (FS/KG) | — | Very good |
| Health & safety | Phase 2 (P/E/C1) | — | Very good |
| Health & safety | Phase 3 (S/M/C2) | — | Very good |
| Health & safety | Phase 4 (P-16/HS/C3) | — | Very 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 |
| Leadership and management | |||
| Effectiveness of leadership | Whole school | — | Good |
| Self evaluation & improvement | Whole school | — | Good |
| Partnerships with parents | Whole school | — | Good |
| Governance | Whole school | — | Good |
| Management | Whole school | — | Very good |
This ADEK inspection rated the school's overall performance as acceptable. Strong SABIS-led direction supports good examination results, especially in high phase, and good pastoral care, but teaching, curriculum adaptation, and support for struggling or younger students remain inconsistent, with leaders not fully addressing prior recommendations.
Source: ADEK inspection report 2017-2018 (PDF, pages 1–20), inspected 09-Oct-17 to 12-Oct-17. Restated by BestSchool.ae.
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