GEMS Metropole School - Al Waha

Children's attainment in Foundation Stage is acceptable in English but good in mathematics and science. Primary students' attainment is acceptable in English and also stronger in mathematics and science, with good progress. Secondary students' achievement in English, mathematics and science is good. Students' achievement in Islamic Education and Arabic in Primary and Secondary is generally acceptable, although there are signs of improvements in the progress students are making in Islamic education.

Across the school most students demonstrate positive attitudes to learning and respond appropriately to feedback from their teachers. A few are sometimes late to lessons, and a few do not always listen as carefully as they should in class. Students enjoy opportunities to display their leadership skills and contributions to projects when given the opportunity to do so. Most students have a stronger understanding of Emirati and Islamic heritage than they do of other world cultures.

Across phases and subjects, teachers build positive relationships with students and demonstrate secure knowledge of their subjects. Some teachers are still developing their skills of questioning in lessons to enable their students to develop stronger critical thinking skills. Most groups of students are supported well with their learning in lessons and the support for students of determination is improving. The school's use of assessment for learning is mostly good although assessments for students entering the school require further improvement. The school's procedure for monitoring the progress of each student is secure. The school's curriculum is interesting, motivates students and meets all the requirements of the UAE and UK curriculum. Cross-curricular links are planned carefully and help students to understand and transfer learning between different subject areas. Links with the Emirati culture are helping students to form a clear understanding of the UAE’s values and culture.

Leaders are fully committed to the wellbeing of the school community. Students report that they feel safe, valued and well supported. Student leaders of wellbeing are increasingly active in helping to develop the school's initiatives to support the wellbeing of all the school's members. Despite some limitations in training, most teachers are able to create classroom environments to support students' needs and their independence in learning although more emphasis is needed for students of determination.

This inclusive school is led with commitment and energy. Parents commend the open systems of communication and the regular contact the school has put into place to build the important working partnerships which benefit their children. Although the provision and support for students of determination is still variable most students are making gains in their academic and personal progress.

The principal and senior leaders promote a vision for the school which is shared by the school's community. Leadership roles and responsibilities are understood and opportunities are available for leaders to develop their skills further. Planning for further improvements in the school are firmly in place and support the school's needs as they arise. Morale throughout the school is positive. Parents are very supportive of the school.