GEMS Our Own Indian School

Progress in Islamic education has strengthened in phase 3 to match that of phase 4. In Arabic, attainment in phase 2 has also improved, and progress in phase 3 and 4 is also stronger. Progress in phase 3 English now matches that of phase 4. In mathematics, attainment in phase3 has improved to be very good, matching all other phases. Excellent progress in mathematics is observed in both phases 1 and 4.

Students of all phases exhibit excellent personal and social development. Across all phases, including KG, students have a very strong understanding, knowledge and appreciation of UAE culture and heritage, and Islamic values. They are very active, generous and innovative in their contributions to the school community and increasingly, to local and international communities.

Most teachers have a very secure understanding of how students learn. Almost all teachers plan activities to meet the learning needs of students of different abilities. This is now stronger in primary. In the best lessons, students are encouraged to explore their learning in greater depth by teachers who ask open-ended questions and encourage critical thinking.

Well-being is integral to the school's ethos, evident in all aspects of school life. The adept well-being team effectively supports students, staff, and parents. Surveys and record analyses identify improvement areas, yet priorities lack specificity or a clear link to the inspection framework. Parents appreciate communication channels for well-being concerns. Students use various avenues to address worries. Staff morale is high, fostering strong retention and a commitment to enhancing the school community's well-being. Diverse initiatives, such as student 'teamcare,' promote well-being, fostering a safe, positive environment.

The school, committed to inclusivity, welcomes students of determination. Oversight by the inclusion governor ensures direct monitoring and support for the school's vision. Entry assessments identify diverse needs, with effective support in the Kindergarten and senior school, though consistency across phases is a challenge. Parents appreciate care, regular progress updates, and observed improvements in confidence. The school maintains a supportive environment, ensuring meaningful engagement and challenges for students of determination. While tracking systems identify learning gaps, feedback specificity for these students remains an area for improvement.

Very strong principal leadership, supported by her leaders and governors have been very effective in identifying key areas for improvement, since the previous inspection. They have focused on raising of achievement across the school, as well as wellbeing, inclusion and reading. They exhibit a commendable knowledge of the school and have identified its strengths and aspects for development. They successfully evaluate the school and respond to inspection recommendations.