GEMS International School – Dubai Hills

Students are achieving well in most subjects. There has been improvement, especially with regard to students' progress in English and science in the diploma programme. In Arabic, there's still room to improve attainment in the middle school phase, but students are, at least making better progress. However, achievements in the Kindergarten and Primary science and progress in Primary English have declined.

Students show positive and responsible attitudes, participating in events like National Day. They feel supported and safe at school. The Student Council is active, organising events, but younger students have fewer opportunities. Students showcase their innovative skills in projects that are recognised in national competitions. Diploma (DP) students lead environmental initiatives, such as beach clean-ups. There is strong appreciation for Islamic values, and the heritage of the UAE, but students' knowledge and understanding of wider world cultures is not as strong.

Teaching is consistently effective in phases 1 and 4, promoting high-quality learning and student progress. However, in Primary and Middle there are variations in challenge. While activities are tailored to individual needs, the development of critical thinking skills is less developed. School leaders analyse external assessments, however there is room for improvement in teachers' use of data for planning. Teachers provide feedback to students, but not always on their next learning steps.

School leaders are successfully prioritising well-being within the school's community. Their skilled approach includes an ambitious well-being programme. The school's vision of 'Respect, Trust, and Ambition' is well received by staff, students, and parents. Student leaders play a significant role in influencing well-being, leading interventions like peer mentoring. The school integrates well-being into the curriculum and extracurricular activities, creating positive experiences for most students.

The school prioritises inclusion, with strong leadership and a well-qualified inclusion lead ensuring provision is strong. Positive identification procedures inform the implementation of effective support plans. Parental engagement is excellent. Supportive classroom climates and appropriate lesson planning contribute to high student motivation. Assessment data inform individual targets set in each students individual education plan. Overall, students of determination make better-than-expected progress from their starting points, reflecting successful learning support measures.

The school aspires to cultivate a positive learning environment centred around ambition, respect, and trust. It engages in systematic self-evaluation, and regular monitoring of teaching practices. There is very effective parent engagement, positive communication channels and a diverse array of community links. Governance is both supportive and acts as a critical friend. The day-to-day management efficiently supports academic goals. Strong leadership is dedicated to the wellbeing of students, staff, and parents.