Awards & Success

Celebrating and rewarding success

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Outstanding – GEMS Wellington International School

Following our Inspection in January 2015, GEMS Wellington International School is proud once again to announce its inspection result from the KHDA – Outstanding for the 5th year running.   This level of school improvement is never achieved single handedly; at its heart rests highly effective partnerships. To our pupils, parents, staff and whole school community - thank you and well done!

Our inspection team made reference to many key strengths of the school.   These included:

Key Strengths

  1. Students attained at outstanding levels and made outstanding progress in learning English, mathematics and science across most phases.
  2. Students' learning skills and their responsible attitudes toward learning were outstanding.
  3. The imaginative and inspiring teaching in most subjects was informed by very effective assessment procedures.
  4. The rich and innovative curriculum throughout the school was supported by a stimulating learning environment.
  5. The school had an inclusive ethos and provided very good support for students with special educational needs.

Progress since the last inspection

  1. The school had maintained very high standards and continued to find ways of improving its provision.
  2. Staff members had met the recommendation of last year's inspection team to improve the children's transition from the Foundation Stage 2 to Year 1.  Teachers in these years had taken part in extensive joint development work and improved their assessment of learning.  They reviewed the Year 1 curriculum, which resulted in teachers taking better account of earlier mathematics learning.  Staff members had kept parents up-to-date with the changes.
  3. The school had paired the Islamic Education department with the humanities department.  Good practice was evident in Islamic Education in the primary phase, but not in the secondary and Post-16 phases, wherein the quality of teaching was inconsistent.
  4. Arabic teachers had received additional training and support from a visiting specialist.  Arabic department managers had attended leadership training.  There were signs of improvement in the teaching of Arabic as a first language, but there were not any significant improvements in the students' progress or attainment.  There was no improvement in the quality of learning Arabic as an additional language.

Recommendations

  1. Improve the leadership, management, quality of teaching and assessment in Arabic as a first or additional language, so as to improve students' progress and attainment of the curriculum standards.
  2. Improve the quality of teaching of Islamic Education in the secondary and Post-16 phases, so as to improve students' progress and attainment of the curriculum standards.
  3. Ensure that the governing body provides appropriate support and holds the school's leaders to account for further improvements in the attainment by students learning Islamic Education and Arabic as a first or additional language.

DSIB Reports

Academic Year

Overall Performance

Report

2015-2016

Outstanding

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2014-2015

Outstanding

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2013-2014

Outstanding

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2012-2013

Outstanding

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2011 -2012

Outstanding

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2010-2011

Outstanding

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British Schools Overseas Report

January 2014

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