Affordable British Schools in Abu Dhabi 2026: Fees & Ratings
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Al Jazzat
Last updated · Sources: SPEA inspection reports · methodology
Sharjah Public School & Children's Pavilion is a British curriculum school located in Al Jazzat, Sharjah. Established on 01 December 1979, the school delivers education based on the UK National Curriculum for students from FS2 through Classes 1 to 13. It holds Cambridge international accreditation and an Acceptable evaluation from the Sharjah Private Education Authority (SPEA).
The institution serves students in the Al Jazzat area of Sharjah. It provides a learning environment following British teaching methodologies, including programs like IGCSE and AS Levels alongside Ministry of Education requirements such as Islamic Studies, Arabic, and Social Studies.
As a British curriculum school, the framework includes core subjects such as English, mathematics, and science, alongside foundation subjects. The school operates under SPEA oversight and accommodates students up to Grade 12 equivalents.
Families interested in British education in Sharjah will find the school situated in the Al Jazzat district on Sheikh Muhammad Bin Sultan Al Qasimi Street.
The academic year of some recorded fees has not been verified against its source. Confirm current rates with the school before using them.
| Grade Level | Annual Fees (recorded) | Est. Monthly | Fact Sheet |
|---|---|---|---|
| All Grades2026-2027 (year unverified) | See PDF AED | - | - |
The school remains acceptable overall, unchanged from the previous review. Students achieve well in English and science across Phases 1-3, and in Arabic as a first language and Islamic education in Phase 2, while mathematics, Arabic as a second language, and Phase 4 achievement need strengthening, alongside assessment use and self-evaluation.
Source: SPEA inspection report 2025 (PDF, pages 1–29), inspected 17 to 20 February 2025. Restated by BestSchool.ae.
Of the 6 performance indicators rated in both reports, 0 improved, 0 declined and 6 kept the same rating.
| Indicator | Phase | 2024 | 2025 |
|---|---|---|---|
| Students' achievement | |||
| Islamic Education — Attainment | Phase 2 | Acceptable | — |
| Islamic Education — Attainment | Phase 3 | Acceptable | — |
| Islamic Education — Attainment | Phase 4 | Acceptable | — |
| Islamic Education — Progress | Phase 2 | Acceptable | — |
| Islamic Education — Progress | Phase 3 | Acceptable | — |
| Islamic Education — Progress | Phase 4 | Acceptable | — |
| Mathematics — Attainment | Phase 1 | Acceptable | — |
| Mathematics — Attainment | Phase 2 | Weak | — |
| Mathematics — Attainment | Phase 3 | Acceptable | — |
| Mathematics — Attainment | Phase 4 | Acceptable | — |
| Science — Attainment | Whole school | Acceptable | — |
| Science — Progress | Whole school | Acceptable | — |
| Other subjects — Attainment | Whole school | Acceptable | — |
| Other subjects — Progress | Whole school | Acceptable | — |
| Science | Phase 1 | — | Good |
| Science | Phase 2 | — | Good |
| Science | Phase 3 | — | Good |
| Science | Phase 4 | — | Acceptable |
| The protection, care, guidance and support of students | |||
| Health and safety, including arrangements for child protection/safeguarding | Phase 1 | Acceptable | — |
| Health and safety, including arrangements for child protection/safeguarding | Phase 2 | Acceptable | — |
| Health and safety, including arrangements for child protection/safeguarding | Phase 3 | Acceptable | — |
| Health and safety, including arrangements for child protection/safeguarding | Phase 4 | Acceptable | — |
| Care and support | Phase 1 | Acceptable | Acceptable |
| Care and support | Phase 2 | Acceptable | Acceptable |
| Care and support | Phase 3 | Acceptable | Acceptable |
| Care and support | Phase 4 | Acceptable | Acceptable |
| Leadership and management | |||
| The effectiveness of leadership | Whole school | Acceptable | Acceptable |
| Self-evaluation and improvement planning | Whole school | Acceptable | Acceptable |
| Partnerships with parents and the community | Whole school | — | Good |
| Students' personal and social development and innovation skills | |||
| Personal development | Phase 1 | — | Good |
| Personal development | Phase 2 | — | Acceptable |
| Personal development | Phase 3 | — | Acceptable |
| Personal development | Phase 4 | — | Acceptable |
| Teaching and assessment | |||
| Teaching for effective learning | Phase 1 | — | Acceptable |
| Teaching for effective learning | Phase 2 | — | Acceptable |
| Teaching for effective learning | Phase 3 | — | Acceptable |
| Teaching for effective learning | Phase 4 | — | Acceptable |
| Curriculum | |||
| Curriculum design and implementation | Phase 1 | — | Acceptable |
| Curriculum design and implementation | Phase 2 | — | Acceptable |
| Curriculum design and implementation | Phase 3 | — | Acceptable |
| Curriculum design and implementation | Phase 4 | — | Acceptable |
| Curriculum adaptation | Phase 1 | — | Acceptable |
| Curriculum adaptation | Phase 2 | — | Acceptable |
| Curriculum adaptation | Phase 3 | — | Acceptable |
| Curriculum adaptation | Phase 4 | — | Acceptable |
The school's overall effectiveness remains acceptable, unchanged from the previous review. Phase 1 has improved significantly with external support, while Phase 2 progress is less consistent, with weak mathematics attainment and some behavioural issues. Leadership is stabilising after a period of turbulence, and the school maintains good engagement with parents.
Source: SPEA inspection report 2024 (PDF, pages 1–29), inspected 26 – 29 February 2024. Restated by BestSchool.ae.
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