GEMS Dubai American Academy - Dubai Branch

Kindergarten (KG) children's achievement is outstanding across all subjects. Mathematics attainment in middle school has been improved and is now outstanding as are student achievement outcomes in almost all phases in English, math and science. Improvements are evident in Islamic education and Arabic as an additional language. Students' learning skills remain excellent as they become increasingly independent and capable of leading their own learning.

Students demonstrate excellent self-discipline in classrooms and around the school, demonstrating increasing maturity, an independence of mind, confidence to voice their opinions and a sense of self-reliance. Students exhibit mutual respect for one another in a highly diverse learning environment and resolve differences with an open mind. Students in all phases demonstrate a very strong work ethic, contributing to sustainability campaigns and innovative projects.

Effective lesson planning and the use of resources positively develop students range of reading literacy and writing skills. Almost all teachers are skilled in asking probing questions that stimulate critical thinking through literary analysis, especially in the high school phase. ICT is embedded throughout the school and effectively extends, enhances and reinforces learning. Teachers also encourage independent learning, research, and inquiry.

The well-being of students is a priority for leaders. Staff, students and parents all contribute to a shared vision which the school community values. Highly skilled leaders are developing the well-being culture across the school; however, it is not firmly embedded in all classes. The monitoring of students needs is exemplary and ensures that targeted support can quickly be given to students who might be struggling with anxiety or emotional challenges.

Leaders at the school, experts in special educational needs, deliver a high-quality, tailored curriculum for students of determination. Skilled staff provide dedicated support for complex challenges, breaking down individual needs into specific learning goals, with 1:1 and small group assistance. Teachers, familiar with each student, adapt the curriculum as needed. Parents are closely involved in creating and reviewing education plans. The curriculum, dynamically modified, meets students' social, emotional, and academic needs, with rigorous tracking to monitor progress.

The superintendent leads principals and leaders, by example, in demonstrating professional expertise, blended with experience, to sustain a high performing school committed to inclusivity and diversity. The school leadership is committed to nurturing talent and empowering emerging leaders to create sustainable succession planning. The insightful local governing board ensures that governance in the school reflects and responds sensitively to the views of all stakeholders.