GEMS Royal Dubai School - Dubai Branch

Children in the Foundation Stage make rapid progress and become effective independent learners. In Primary, students' very good progress results in the large majority of them attaining above their age-related expectations in English, mathematics and science. Students' progress in Arabic as a first language has improved and is now very good. Their achievement in Islamic Education and Arabic as a second language is good. Students possess very strong learning skills and understand the importance of collaboration, self-reliance, analysis and research.

Students are self-disciplined, respectful, and respond very well to adults, also mindful to the needs of others. Their behaviour is exemplary. Students explore, share, and celebrate the heritage and culture of the UAE and their home nations. They are very keen to celebrate the diversity of the school community. All students demonstrate a very strong work ethic and a high level of sensitivity to the sustainability of the environment. They fully understand the benefits of healthy eating and exercise.

Teachers plan exciting lessons that stimulate children’s interests and their desire to explore and investigate. Excellent relationships exist between teachers and students. As a result, students are confident to ask for help or further explanation when it is needed. Teachers use questioning expertly to encourage students to explain their thinking and to assess the level of understanding. Teachers generally use their knowledge of students’ abilities well to group students according to their different abilities. However, occassionally this is does not result in sufficient challenge for the most able.

The wellbeing leaders, staff and the counsellor make up a strong, approachable team. They are available to assist any member of the school community requiring emotional and personal support. Student well-being leaders have a very positive role to play and are increasingly influential in enhancing the promotion of well-being for all in the community. The school ethos successfully encourages students to learn to be positive, respectful, reflective and kind. Stakeholders, including parents, value the culture of well-being in the school.

Governors and leaders have an inspirational vision for inclusion. They are focused upon ensuring that high quality teaching and use of resources lead to continually improving students’ academic and personal outcomes. The development of bespoke learning for students with complex learning needs is highly effective. High quality teaching, coupled with very skilled learning support, allows all students to build learning skills of independence, collaboration and persistence. Almost all students of determination make better than expected levels of progress.

The principal has established an ambitious vision for the school, embraced by the entire community. Leaders prioritise student well-being and inclusivity in all planning. Staff are becoming more adept at assessing teaching quality through enhanced self-evaluation. The governing board's expertise has broadened and deepened. Furthermore, leaders excel in forging robust partnerships with parents, strengthening the school's community ties.