GEMS Our Own English High School

Students continue to achieve well in core subjects, especially in Middle and Secondary levels. In Primary and Middle, students are now attaining improved outcomes in Arabic. Older students consistently showcase advanced learning skills such as independent learning, critical thinking, and problem-solving. Meanwhile, children in kindergarten are making rapid progress in developing their skills, knowledge and understanding in English and Mathematics.

Students are almost always very keen to learn and display very high levels of confidence and maturity for their age. They readily accept critical feedback and act upon this. Student leadership is outstanding in this school. They take advantage of opportunities to be enterprising which are made readily available for all students, and they participate in a range of activities which develop their innovation skills.

Teachers in Kindergarten and Primary consistently apply subject knowledge and plan purposeful lessons. Teaching improves further in Middle, and by Secondary the quality of teaching has reached a very high level to engage students and ensure they make rapid and sustained progress. School leaders use assessment data to identify trends in achievement and gaps in students' learning. In almost all lessons, teachers use the available assessment information to appropriately challenge the different groups of learners.

Students are active participants in successfully implemented well-being initiatives across the school. Many of these help students to develop resilience, confidence and enhance their overall holistic development. Students adhere to online safety protocols and demonstrate responsibility in their online behaviour. Students benefit from a nurturing approach in lessons that promotes a sense of belonging and fosters strong connections. Teachers empower students as effective learners and create an atmosphere characterised by high levels of positivity.

School leaders and the inclusion governor communicate a well-developed vision to provide high quality education for students with diverse needs. Effective partnership with parents are at the centre of the school's well-developed provision.They are fully involved in both the identification of needs and development of their plans. Parents receive insightful progress updates and have access to targeted guidance to continue the support at home.They report high levels of satisfaction with the inclusion team.

The dedicated principal with his strong senior leadership team has established a purposeful learning community that puts in place a caring environment and one which promotes inclusivity and optimises well-being. Leaders model best practices and are successful in supporting positive student outcomes through high expectations of themselves, teachers, and students. School leaders have delivered improvements in outcomes across core subjects, particularly in mathematics.