GEMS Legacy School - Dubai Branch

Students in the middle phase achieve well across all subjects except in Arabic as additional language where attainment and progress is acceptable. KG students' progress is good in the core subjects of English, mathematics and science. This is aligned with students' good learning skills. The students' progress in the primary phase is very good in English and science compared to the good progress in mathematics, Islamic education and Arabic as additional language.

Students exhibit outstanding engagement, self-discipline, and responsiveness to feedback. They cultivate respectful and empathetic relationships, fostering a positive atmosphere. Students prioritise a safe, healthy lifestyle, engaging in sports and often making wise food choices. They are knowledgeable about Islamic values and UAE culture, particularly in the primary and middle phases. They celebrate national events, appreciate cultural diversity, and actively contribute to the school community, displaying strong work ethics that promote sustainability and innovation.

Teacher subject knowledge is generally strong, but understanding student learning, particularly in lower Primary, needs improvement. Teaching quality varies; Primary lessons tend to be teacher-centered, while Middle school promotes engagement, problem-solving, and critical thinking. KG and lower Primary lack sufficient student activity time. Assessment data are underutilised. Internal assessments are better in Middle, with developing student performance tracking. Feedback quality varies, while peer and self-assessment are making progress.

The school prioritises well-being with strong leadership commitment. Innovative initiatives, particularly in the middle phase, empower students to manage their well-being. Stakeholder surveys inform priorities. Enhanced curriculum implementation, student ambassadors, and various activities promote safety and a healthy lifestyle. However, although children feel safe and valued, not all teachers, particularly in KG and Primary work from a vision to nurture and promote well-being as foundational.

The school prioritises inclusivity, managing increased assessments efficiently with added resources. More investment in staff development is required. Leadership has improved assessment tools and intervention programmes, though success varies with teacher expertise. Parents are actively involved in their children's education, and curriculum differentiation and specialist teacher support are effective. Middle school inclusive teaching consistently drives progress, but KG and Primary school progress varies.

Leaders align their vision with UAE priorities, notably sustainability. Internal and external monitoring exist but yet to be fully integrated into self-evaluation and the next steps in improvement planning. Governors hold leaders accountable for school improvement and students outcomes and now need to focus on the impact through the external and internal quality review visits. The school runs efficiently. Middle school facilities are more conducive to effective learning than in the KG and primary phases.