DSIB Report

Dubai Schools Inspection Bureau Report 2009 - 2010

Students’ personal and social development at GWIS

• Attitudes and behaviour were outstanding across the school
• Students were very positive about their school and their learning. They worked well in groups, collaborated, respected and supported one another. Individually, their approach to learning was mature and focused well on applying learning to new situations. They had very strong relationships with the staff based on a shared vision for improving learning as defined in the school’s learner profile.
• Students also participated in various other committees around the school to improve the quality of the school life. They participated in charitable events around Dubai and in other countries.
• The school had developed effective links with local schools to promote mutual understanding. Students valued and respected the multi-cultural nature of Dubai,

Teaching and Learning at GWIS

• Foundation stage
• Teaching, learning and assessment were outstanding in the Foundation Stage.
• Teachers were skilful practitioners with a very good understanding of early years education.
• Well-focused whole class teaching sessions, together with opportunities for choice of activities across each year group, developed the children’s language, their understanding of number and of the world around them.
• Children developed socially, learned new skills and knowledge, and were growing in independence in a secure and supportive environment.
• Primary and Secondary schools
• Teaching across primary and secondary schools and post-16 was good.
• Teachers had very good subject knowledge.
• Lesson planning was outstanding and catered for the full range of learners’ needs.
• Learning objectives were clear and shared with students.
• Teachers used information and communication technology (ICT) well, including for example interactive whiteboards and data projectors,, to promote interest and learning.
• There was a variety of independent, paired and group-work across subjects and an emphasis on enabling students to become self-sufficient, co-operative and collaborative learners.
• The quality of learning was outstanding across the school.
• From an early age, students took responsibility for their own learning.
• Students regularly engaged in peer tutoring and peer assessment; there was a culture that established everyone as learners within the school. 

How does the GWIS curriculum meet the educational needs of all students?

• Curriculum provision was outstanding in all key stages
• The curriculum was extremely well planned and subject to regular, systematic review by teachers and students.
• Learning groups comprising of teachers, parents and students contributed effectively to the curriculum debate.
• Parents were given the opportunity to sample the curriculum through being students for a day.
• Students requiring particular support to achieve their full potential receive comprehensive, targeted help through the school’s Achievement Centre. A few students were working at levels of between two and four years above that expected of their age.
• Extra-curricular provision was outstanding.
• The school provided an exceptionally comprehensive range of activities that met both student and parent aspirations. Across all phases of school, students had access to a wide range of activities from origami to scuba diving and had the opportunity to travel to many parts of the world including, for example England, USA and Vietnam.

How does GWIS protect and support students?

• The school provided outstanding student protection and support. Medical care was effectively organized and information relative to a child’s welfare was sent to parents on a daily basis.
• A full-time physician and two nurses were in the building when students were present.
• School security and maintenance were outstanding
• The school was inclusive in its enrolment policies and the rand of students from the Foundation Stage to Year 13 included students with a range of special educational needs.
• Relationships between staff and students were very positive. The student mentoring programme ensured that each child was supported by a staff member at least three times during the school year.

Leadership and management of GWIS

• Leadership and management of the school were outstanding
• Partnerships with parents and the community were outstanding
• Parents were welcomed into the school as members of the learning community.
• The school had developed very effective means of communicating with, listening to and learning from parents.
• Parents were observed attending a range of events designed to provide information on curriculum, to inform learning styles, to engage with celebrations of cusses and to assist in developing solutions to difficulties being experienced by their children.