GEMS World Academy

Students achievement is best in English and science across the school, with outstanding progress in the Kindergarten. Arabic achievement is good in the Primary Years Programme (PYP) but only acceptable in Islamic education in the same phase. Mathematics achievement is very good in the Middle Years Programme (MYP) and good in the PYP and Diploma Programme (DP). Arabic as an additional language shows weak attainment in the MYP, while children's learning skills are outstanding in the KG and very good in other phases.

The school maintains an exemplary positive behaviour and attitude culture across all phases, fostering a respectful and inclusive community. Students excel in understanding Islamic values, Emirati heritage, and various cultures, promoting integration. They actively engage in leadership roles, charity drives, and sustainability initiatives, displaying strong work ethic, creativity, and global issue awareness, particularly related to the United Nations and climate change. The Eco council organise many highly successful school-wide recycling initiatives.

The quality of teaching is notably high in kindergarten, though it shows less consistency in other phases, affecting student engagement and critical thinking skills. Lesson planning is generally clear and focused, but its execution varies, especially in Islamic education, Arabic, and mathematics. The school's assessment processes are well-aligned with curriculum standards, offering key insights into student development, particularly in kindergarten. .

Wellbeing is at the core of the school's culture, guided by the 'CARE' principles. Leaders and champions promote these principles, but alignment with the inspection framework is incomplete. Students readily share concerns, with a strong support network and feel comfortable approaching trusted adults with worries. Staff receive excellent induction and ongoing support, contributing to high morale. The school emphasises self-support and safety awareness in students, both in behaviour and online.

The school values inclusivity and effectively welcomes students of determination. They have well-designed facilities and resources. The inclusion lead oversees thorough assessments, and interventions are mostly effective but inconsistent. Parents praise communication and support. Most classes create supportive environments for these students, but teaching is yet to be consistent in meeting their individual needs. Monitoring and responsive learning pathways are in place to address gaps in their development and qualifications.

The school's leaders prioritise inclusive learning and well-being, offering coaching for new leaders and clear performance targets. However, challenges with new students require innovative solutions so all groups of students achieve well. Data is used for self-evaluation, but better alignment between next steps and judgments is needed. The governing board is committed but needs to act as a critical friend. The school efficiently manages daily operations and provides well-equipped facilities for diverse student needs, maintaining up-to-date resources and materials.