GEMS Winchester School

A majority of students attain a high level of knowledge, skills and understanding across most areas of the curriculum. Students' achievements in Islamic education, mathematics and Arabic as an additional language have improved, this year. However, attainment is less strong in Arabic as a first language, in English in the Foundation Stage, and in English and science in the Post-16 phase. Progress in most core subjects is good.

Students attitudes and behaviors, their understanding of Islam, and their social responsibilities are very well-developed in most phases. A particular improvement has been made in the Foundation Stage and Post-16, where students play an appropriate and influential role in the community. The behaviours of the many new children in the Foundation Stage are developing, as they become used to living and working together in their new environment.

Teaching and student learning skill development remain strong across all phases. Teachers adeptly tailor their plans to diverse student needs, ensuring active engagement in learning. Assessment systems are comprehensive, with robust tracking of individual progress and thorough comparison of internal data with external benchmarks. A rich array of information aids teachers in crafting effective learning experiences.

The school is committed to the promotion of high levels of well-being and leaders consistently promote and model well-being principles. Careful consideration is given to ensure the school environment is safe and accessible for all students. Parents value the schools vision of tolerance, respect and responsibility. They are encouraged to engage with their child’s educational programmes.

There is an ethos of inclusive education across all aspects of the school. Students of determination are provided with support and curricular modifications. Resources are well designed to meet most students' needs. Students with the most significant needs are well supported. Parents are actively involved the planning for their child’s educational programmes and receive timely feedback. The majority of students of determination acquire a range of knowledge and skills and make good progress.

School leaders are developing a school with a strong set of values. They, along with the governors, have effective methods of gathering information to widen their knowledge of the school's performance. Leaders and governors work closely with parents, involving them in school life and supporting their understanding of their child's achievements. The management of the school, the development of its staff, the accommodation and the resources all enable the school to provide a high quality of education.