2014-2015

CONTENTS
School Information ..... 2
Parents Report ................................................................................................................................ 3
School Inspection Report ............................................................................................................... 10
Overall school judgement ................................................................................................................................11
Key strengths ....................................................................................................................................................11
Changes since the last inspection ....................................................................................................................11
Recommendations ............................................................................................................................................11
How good are the students attainment, progress and learning? .................................................................12
How good is the students personal and social development? .....................................................................14
How good are teaching and assessment?.......................................................................................................15
How well does the curriculum meet the educational needs of all students? ...............................................16
How well does the school protect and support students? .............................................................................17
How well does the school provide for students with special educational needs? .......................................18
How good are the leadership and management of the school? ...................................................................19
What are the views of the Principal, parents, teachers and students? .........................................................21
What happens next? .........................................................................................................................................22
How to contact us .............................................................................................................................................22

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GEMS Winchester School - Inspection Report 2014-2015

School information

General information

Students

Location

Oud Metha

Gender of students

Boys and Girls

Type of school

Private

Age range

3-14

Opening year of
school

2011

FS1-Year 9

Website

www.gemseducation.com

Grades or year
groups

3425

Telephone

04-3374112

Number of students
on roll

Address

P.O.BOX 113272

Number of children
in FS1

344

Principal

Lee Davies

Number of Emirati
students

62

Language of
instruction

English

Number of students
with SEN

54

Inspection dates

19th - 22nd January 2015

Largest nationality
group of students

Indian

Teachers / Support staff

Number of teachers
Largest nationality
group of teachers
Number of teacher
assistants
Teacher-student
ratio
Number of guidance
counsellors
Teacher turnover

204
Indian
39
17:1

Curriculum
Educational Permit
Main Curriculum /
Other
Standardised tests /
board exams
Accreditation

UK
UK
CAT4 and INCAS
Cambridge

1
24%

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GEMS Winchester School - Inspection Report 2014-2015

Parents Report

3
GEMS Winchester School - Inspection Report 2014-2015

Dear Parents,
GEMS Winchester School was inspected by DSIB from 19th - 22nd January 2015, and the overall quality of
education provided by the school was found to be

Acceptable

In order to judge the overall quality of education provided by the school, inspectors considered six key
aspects of the schools performance and standards. Inspectors looked at childrens attainment and progress
in five key subjects, their learning skills as well as their personal and social development. They judged how
effective teaching was across the school. Inspectors considered how well the schools curriculum, including
activities inside and outside the classroom, met the educational needs of all children. They judged how well
the school protected and supported children. In addition inspectors judged the effectiveness of leadership
and governance, including management, staffing, facilities and resources.

The inspection judgements were drawn from a range of evidence gathered by the inspection team,
including observing children learning in lessons, looking at their work, talking with children, meetings with
staff, parents and governors, and reviewing the parents and teachers surveys.

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GEMS Winchester School - Inspection Report 2014-2015

The key strengths and areas for improvement to be made by the school leaders, governors and owners are:
Strengths

Students demonstrated good behaviour and attitudes to learning in the Foundation Stage and
secondary phase.
Students understanding of Islamic Values and their awareness of Emirati and world cultures was
good in the secondary phase.
The curriculum and the system used by teachers in the Foundation Stage to check how well children
were progressing were good.
The school provided good support for students personal and social development in the secondary
phase.

Areas for improvement

Ensure that the Governing Board takes action to stabilise staffing, in order to:

- support the school in the drive to improve the quality of teaching

- minimise the impact of change on students attainment and progress.

Improve the teaching of Arabic to ensure that lessons challenge students to do as well as they can.
Ensure students have opportunities to find things out for themselves, think carefully and share their
ideas as part of their day-to-day learning experiences, particularly in the lower primary grades.

We warmly encourage you to read the full school inspection report.

The school is required to submit to DSIB an action plan identifying the steps they will take to address the
areas for improvement. We have advised your school leaders to share this with you.
We trust that the information provided will help you understand, and encourages you to support, your
childs school.

Yours sincerely,

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

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GEMS Winchester School - Inspection Report 2014-2015

A closer look at GEMS Winchester School

How well does the school perform overall?

Overall, Gems Winchester School provided an Acceptable quality of education for its students.

Students' attainment and progress were mostly acceptable in all phases of the school, including their
progress in Arabic as first language in the primary phase. Students ability to work together, research
and find things out for themselves was supporting better progress, especially in the secondary phase.
Attainment in Arabic remained unsatisfactory throughout the school.
Most students were well behaved, particularly in the secondary phase. In lower primary classes, a
few students, mainly boys, misbehaved when they were not being closely supervised by an adult.
Students understanding of how Islamic values play a role in modern Dubai was strongest in the
secondary phase. The majority of students shared their ideas and opinions through the student
council and had responsible roles in the school.
Teaching for effective learning was acceptable across the school. The learning environment was
generally positive. Teachers use of strategies to meet students different needs and to promote
critical thinking and reflection were very limited. Systems for checking students attainment and
progress were acceptable. However, assessment information was not used well enough by teachers
when planning lessons.
The curriculum met UK curriculum requirements, but not all teachers delivered this in a way that
motivated students to learn and to make sufficient progress. This was most notable in the primary
phase and in Arabic. Teachers planned changes to the curriculum to meet the needs of all students,
however these plans were not consistently delivered in practice. This inconsistency limited progress
for some students.
There were efficient systems in place to ensure that good health and safety was maintained across
the school. Students felt safe and well cared for. The well-being of all students was considered to
be very important by the school and staff-student relationships were respectful.
The Principal set a clear vision for school development that was shared by staff. The expertise of
leaders to monitor and evaluate the work of the school was developing, but they had not been
successful in ensuring consistently acceptable teaching. The Governing Board had not helped the
school to overcome weaknesses in the stability of staffing. The quality of school management
processes was acceptable. Students had access to good resources and teachers received quality,
focused training.

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GEMS Winchester School - Inspection Report 2014-2015

How well does the school provide for students with special educational needs?

Students with special education needs made acceptable progress, particularly in their social,
emotional and personal development. Support provided for students academic progress in lessons
was too often unsatisfactory and this slowed their rate of progress
Teachers did not take enough account of students different needs when planning and delivering
lessons. Teachers were not always skilful at changing their expectations of what students were
capable of learning or adjusting tasks so that students could make good progress from their individual
starting points.
Support for students provided through the Achievement Centre (Special Education Needs
Department) and the Innovation Hub were good. Collaboration between the counsellor in the
Innovation Hub and the Achievement Centre staff was effective. They provided a holistic approach to
the academic, social, personal and emotional development of the students in a creative and practical
way, for example, through the use of digital technology.

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GEMS Winchester School - Inspection Report 2014-2015

1. How good are the students attainment, progress and learning skills?

Islamic Education

Arabic as a First
Language

Arabic as an Additional
Language

English

Mathematics

Science

Foundation Stage

Primary

Secondary

Attainment

Not Applicable

Acceptable

Acceptable

Progress

Not Applicable

Acceptable

Acceptable

Attainment

Not Applicable

Unsatisfactory

Unsatisfactory

Progress

Not Applicable

Acceptable

Unsatisfactory

Attainment

Not Applicable

Unsatisfactory

Unsatisfactory

Progress

Not Applicable

Unsatisfactory

Unsatisfactory

Attainment

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Foundation Stage

Primary

Secondary

Acceptable

Acceptable

Acceptable

Learning skills

Improved from last inspection

Declined from last inspection

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GEMS Winchester School - Inspection Report 2014-2015

2. How good is the students personal and social development?

Personal responsibility
Understanding of Islamic
values and awareness of
Emirati and world cultures
Community and environmental
responsibility

Foundation Stage

Primary

Secondary

Good

Acceptable

Acceptable

Acceptable

Good

Good

Good

Good

Good

3. How good are teaching and assessment?

Teaching for effective learning

Assessment

Foundation Stage

Primary

Secondary

Acceptable

Acceptable

Acceptable

Good

Acceptable

Acceptable

4. How well does the curriculum meet the educational needs of all students?

Curriculum quality
Curriculum design to meet the
individual needs of students

Foundation Stage

Primary

Secondary

Good

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

5. How well does the school protect and support students?

Foundation Stage

Primary

Secondary

Health and safety

Good

Good

Good

Quality of support

Acceptable

Acceptable

Good

6. How good are the leadership and management of the school?

All phases
The effectiveness of
leadership
Self-evaluation and
improvement planning
Parents and the community

Acceptable
Acceptable
Good

Governance

Acceptable

Management, staffing,
facilities and resources

Acceptable

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GEMS Winchester School - Inspection Report 2014-2015

School Inspection Report

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GEMS Winchester School - Inspection Report 2014-2015

Overall school judgement

Acceptable

Key strengths

Students behaviour and attitudes to learning in the Foundation Stage and secondary phase of the
school, particularly of girls, was good.
Students understanding of Islamic values, and their awareness of Emirati and world cultures in the
secondary phase were good.
Curriculum quality and assessment of children's learning in the Foundation Stage were good.
The school had good procedures to ensure that students and staff were well cared for and kept safe.
Good support was provided for students personal and social development in the secondary phase.

Changes since the last inspection

Progress in Arabic as a first language in the primary phase had improved and was acceptable.
Attainment and progress in science in the secondary phase had improved and were acceptable.
The behaviour of students in the secondary phase had improved and was good.
The quality of support for students in the secondary phase had improved to good.

Recommendations

Ensure that the Governing Board takes action to stabilise staffing, in order to
- support the school in the drive to improve the quality of teaching
- minimise the impact of staff turnover on students attainment and progress.
Continue to prioritise training and support for teachers of Arabic to improve their effectiveness in
providing students with a range of activities that lead to good progress.
Improve the independent learning skills of students in the lower primary classes and further develop
their ability to demonstrate self-control and behave well.
Improve assessment, particularly in primary and secondary phases by:
- improving the quality of teachers questioning in lessons to check and deepen students
understanding
- improving the marking of students work to better inform them of their next steps in learning
- using data, to plan and deliver lessons that support and challenge students of all abilities to make
good progress.

Improved from last inspection

Declined from last inspection

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GEMS Winchester School - Inspection Report 2014-2015

1. How good are the students attainment, progress and learning skills?
Foundation Stage
Subjects

Attainment

Progress

Islamic Education

Not Applicable

Not Applicable

Arabic as a First Language

Not Applicable

Not Applicable

Arabic as an Additional Language

Not Applicable

Not Applicable

English

Acceptable

Acceptable

Mathematics

Acceptable

Acceptable

Science

Acceptable

Acceptable

Most children achieved the expected standards in English commensurate with their number of years
of study. They quickly acquired the speaking skills needed to be able to communicate with adults
and each other. By the end of the Foundation Stage, they were beginning to write simple words
because they knew their letter sounds. However, they did not always make as much progress as they
could because most teachers did not utilise all opportunities to develop their language skills.
In mathematics, almost all children achieved age-related expectations. They quickly learned to count
and by the end of the Foundation Stage, they could accurately add together two single-digit numbers.
They knew the name of basic shapes and were beginning to understand the concept of weight. They
did not always make as much progress as they could because sometimes they followed a process
without understanding it.
Most children had an appropriate understanding of their world. They could talk about the similarities
of animals, using simple, age-appropriate criteria. The children were naturally curious but sometimes
they were not given enough opportunities to play, experiment and explore for themselves. As a
result their progress slowed.

Primary
Subjects

Attainment

Progress

Islamic Education

Acceptable

Acceptable

Arabic as a First Language

Unsatisfactory

Acceptable

Arabic as an Additional Language

Unsatisfactory

Unsatisfactory

English

Acceptable

Acceptable

Mathematics

Acceptable

Acceptable

Science

Acceptable

Acceptable

In Islamic education, most students demonstrated age-appropriate knowledge and understanding

of Islamic concepts and teaching such as the importance of Sadaqah in Islam and to whom charity
should be given. Progress overall was acceptable. However, their skills in the recitation of the Holy
Quran remained limited.
In Arabic as a first language, most of the students were making acceptable progress in their
listening and comprehension skills. Most students could speak a few short phrases and words and
were able to copy text and simulation patterns. However, attainment remained unsatisfactory due
to students low starting points.

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GEMS Winchester School - Inspection Report 2014-2015

In Arabic as an additional language only a few students were gaining the skills needed to
understand and listen, or to speak short phrases and words. All of the students were able to copy
letters, but only a few students were making progress in reading or understanding the vocabulary
used by the teacher.
In English, most students built well on the speaking and listening skills developed in the Foundation
Stage. Attainment was at an acceptable level especially when taking into account that most
students were second language learners. By the end of the primary phase most students had made
acceptable progress in the development of literacy skills with particular strengths in writing.
However, limited opportunities to read more widely limited their use of imagination and creativity.
In mathematics, most students attainment was in line with curriculum standards. Most students
made acceptable progress in dealing with numbers, 2D and 3D shapes, finding the perimeter of
compound shapes, and in calculating ratios and proportions.
In Science, most students knowledge of scientific concepts was in line with curriculum
expectations. They made acceptable progress in the development of their investigative skills and
scientific vocabulary. However, the development of deeper understanding was limited because
students were not given sufficient opportunities to think about, and reflect on, their learning. For
example, they could not always understand why they were conducting investigations.

Secondary
Subjects

Attainment

Progress

Islamic Education

Acceptable

Acceptable

Arabic as a First Language

Unsatisfactory

Unsatisfactory

Arabic as an Additional Language

Unsatisfactory

Unsatisfactory

English

Acceptable

Acceptable

Mathematics

Acceptable

Acceptable

Science

Acceptable

Acceptable

In Islamic Education, most students attainment was in line with curriculum expectations. They
demonstrated an understanding of basic Islamic concepts and principles such as the appreciation of
Allahs gifts and forgiveness. Students progress over time and in lessons was acceptable. Students
showed weaknesses in reciting prescribed verses of the Holy Quran and in applying the required
rules of recitation.
In Arabic as a first language, only a small number of students could understand the lesson
objectives. The majority of students could not express their understanding to others or configure
correct phrases. Only a small number of students were able to write freely with an accurate
understanding of grammar.
In Arabic as an additional language only a few of the students had an acceptable understanding of
their learning. The majority could not use correct phrases.
Most students made expected progress against curriculum standards. Attainment in reading and
comprehension were acceptable and developing steadily, for example, through character and
text analysis of literary texts. Opportunities for sustained creative writing were not well developed.
In mathematics, most students achieved results in tests that were at expected levels. Cambridge
checkpoint results at the end of grade 9 produced acceptable results. Most students showed
consistent development in their competency in numbers, algebra, geometry, measure and handling
data.

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GEMS Winchester School - Inspection Report 2014-2015

Most students were developing the ability to plan and conduct investigations, think about fair
testing and make sensible conclusions about their findings according to expectations. They had a
few opportunities to reflect on their learning in order to determine their next steps. Although
students made good progress in their development of investigative skills and scientific vocabulary,
most were not developing a deep enough understanding of scientific concepts.

Learning skills

Foundation Stage

Primary

Secondary

Acceptable

Acceptable

Acceptable

Most students were keen and enthusiastic learners when motivated by good teaching and welljudged activities. At the secondary phase, most students were independent learners but those at
other phases were less active in taking this responsibility, notably in Arabic as an additional language
across the phases. Students in the secondary phase were able to evaluate their own performance
and that of their peers but this was not a strong feature at other phases.
Children in the Foundation Stage regularly made responsible choices in selecting activities. In the
upper primary classes, students were beginning to work more effectively together to discuss their
work. Collaboration skills were most developed at the secondary phase.
Increasingly, students were making connections between areas of learning and occasionally related
their learning to the real world. This was inconsistent across and within phases and subjects. For
example, in science, students studying neutralisation of acids understood the benefits of using
toothpaste to safeguard teeth.
Students regularly made use of their own handheld information and technology devices to support
their learning, but were not always able to decide if this was the most effective approach for finding
relevant and accurate information.

2. How good is the students personal and social development?

Personal responsibility

Foundation Stage

Primary

Good

Acceptable

Secondary
Good

Students across the school demonstrated a positive and mature attitude. From the Foundation Stage
onwards, students could follow instructions carefully, for example, when they selected items of
equipment to complete a task.
Most students were well behaved, particularly in the secondary phase, where prefects positively
promoted good behaviour. However in the lower primary phase, a few students, particularly boys,
misbehaved when they were not being closely supervised by an adult.
Relationships between students and teachers were respectful and courteous. Older students were
responsive to the needs of others and readily helped their younger counterparts.
Students were aware of the healthy food offered in the school canteen. Assembly times were used
to promote healthy living messages, such as staying hydrated. Older students often
interviewed medical staff to produce healthy living articles for the school newsletter.
Attendance rates were lower than expected in all phases of the school. However, punctuality to
lessons was good, particularly in the case of older students who needed to change classes.

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GEMS Winchester School - Inspection Report 2014-2015

Understanding of Islamic
values and awareness of
Emirati and world cultures

Primary

Secondary

Acceptable

Acceptable

Good

Most students understood the basic values of Islam and appreciated the impact of these values on
daily life in Dubai. They were involved in a wide range of charity activities and raised funds for Dubai
Care Syrian refuges and many others.
Older students had a good understanding of local traditions and the heritage of Dubai society. They
compared the life of Dubai before and nowadays and understood how this had developed over time.
Students demonstrated an acceptable awareness of world cultures, acquired through a range of
activities such as International Day.

Community and environmental

responsibility

Foundation Stage

Foundation Stage

Primary

Secondary

Good

Good

Good

Students made good use of opportunities provided by the school to contribute to the life of the local
and wider community. They participated in volunteer activities such as in Sewa Day, the rice bucket
challenge, the schools blood donation initiative and the Dubai Cares campaign. Students opinions
influenced the schools development through the selected students council. Students showed respect
and consideration for the needs of others including those with disabilities.
Students were aware of how hard they needed to work to achieve their academic and career goals.
Most students made helpful contributions to projects or other activities, but a few were often
passive participants.
Students participated in many opportunities to sustain the environment, such as the beach clean-up
campaign, the environmental club and Earth Day. However only a few students took the initiative
to initiate projects of their own.

3. How good are teaching and assessment?

Teaching for effective learning

Foundation Stage

Primary

Secondary

Acceptable

Acceptable

Acceptable

Most teachers in the upper primary and secondary phases had acceptable subject knowledge. In the
Foundation Stage and lower primary classes, subject knowledge and knowledge of how students
learned best were variable.
Lesson plans were well structured, however, too often they lacked detail to meet the needs of all
students. Furthermore, they were not always delivered in the course of lessons.
Most teachers had established good relationships with their students. Behaviour management in
the secondary phase was consistently positive, however in the lower primary it was of variable
quality, thus negatively impacting students learning.
The use of teaching strategies to meet students varied needs was variable. In all phases,
expectations of students were not always appropriate. In particular, higher attaining students were
generally not adequately challenged, and often completed the same work as all others.
Teachers did not use challenging and targeted questioning to develop students skills of critical
thinking or to deepen their understanding.

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GEMS Winchester School - Inspection Report 2014-2015

Teaching in Arabic as a first language was not better than acceptable due to a lack of modification
to meet the learning needs of all students, and the limited promotion of critical thinking, reflection
and independent learning.

Assessment

Foundation Stage

Primary

Secondary

Good

Acceptable

Acceptable

Assessment systems provided teachers with an accurate picture of students' strengths and
weaknesses. Training for staff was helping to ensure that assessments were more aligned to the
schools curriculum standards.
The school did not benchmark students outcomes against appropriate international expectations
through external assessment. However, preparations were well under way to take part in
forthcoming TIMMS tests and to meet National Agenda targets.
Although the school had created a baseline from which teachers could measure students progress,
teachers were still not sufficiently identifying which individuals or groups of students had not
progressed at a fast enough rate. Consequently, action had not been taken to address shortfalls in
students expected progress.
In the Foundation Stage, daily records of observations provided teachers with the information needed
to provide children with activities which moved learning forward. In the primary and secondary
phases, teachers did not consistently use high quality questioning or checking of students work as a
basis for their formative assessment. Consequently, lessons were not consistently adjusted to ensure
that students made good progress.
Teachers did not always provide high quality feedback or provide students with time to review and
correct their work as a result of the feedback given to them. This limited opportunities for students
to make good progress.

4. How well does the curriculum meet the educational needs of all students?

Curriculum quality

Foundation Stage

Primary

Secondary

Good

Acceptable

Acceptable

The requirements of the National Curriculum for England were met with adaptations for the Dubai
context. Curriculum content was suitably broad and balanced with age-appropriate activities
Whilst planning for progression was acceptable, continuity in learning between and within phases
was not consistent. Most subject teachers in the secondary phase were much more adept at ensuring
students experienced progression in their learning.
There was inconsistency in teachers ability to deliver the curriculum in an interesting and motivating
way. In the Foundation Stage, a good range of practical hands-on activities kept children interested
and good attention was given to the acquisition of language skills.
Curriculum links to real life, and cross-curricular links were becoming common features of lesson
plans. For example, in digital technology, Year 8 students thrived on being set challenging personal
targets to produce a brochure to advise others how to avoid potential dangers of using the internet.
The curriculum was subject to annual review in order to give attention to students academic and
personal development needs.
The quality of the curriculum in Arabic as a first language was acceptable. The curriculum was not
supported by differentiated classroom activities which could help develop the important learning
skills required by students.

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GEMS Winchester School - Inspection Report 2014-2015

Curriculum design to meet the

individual needs of students

Foundation Stage

Primary

Secondary

Acceptable

Acceptable

Acceptable

Teachers lesson plans were usually adapted to meet the needs of students with different abilities,
including those with special educational needs. These plans, however, were inconsistently delivered.
Therefore, for some individuals and groups of students, the quality of provision was not sufficient to
support their progress.
To date, the school catered for students up to Year 9, which resulted in all students following the
same curriculum without any choice of subject being necessary.
A good range of extra-curricular activities was available for primary and secondary students to choose
from, but only around a tenth of students regularly engaged in these. A significant number of other
students participated in teacher-led early morning and lunch-time activities, which included English,
mathematics and science clubs for more able students.
The school did not include structured learning activities in Arabic for the 616 Arab children on roll.

5. How well does the school protect and support students?

Health and safety

Foundation Stage

Primary

Secondary

Good

Good

Good

All staff and students who were spoken to by inspectors were aware of the schools child protection
arrangements. Students knew who they could turn to for advice and they felt that they were well
supported. They were well aware of the potential dangers of social media and the internet and knew
of some precautions they could take to ensure they were safe.
The school complied with mandatory health and safety regulations. School transport supervision was
secure and arrangements had been modified since the last inspection to ensure the public road was
no longer a safety issue.
Emergency systems were in place. Students medical needs were well catered for and students
records were secure.
The school had a comprehensive set of procedures in place to ensure the maintenance and upkeep
of equipment. Fire evacuation plans were visible around the school and risk assessments were in
place. Ramps had recently been installed for disabled access, however, access was limited for older
students with physical disabilities because some specialist teaching rooms were not on the ground
floor.
The promotion of healthy eating and hygiene was delivered through a rolling programme by the
schools doctor. For example, in the Foundation Stage, the school organised a healthy breakfast and
start to the day, for which parents were invited. This programme, however, was not always effective
in influencing the choices that children made.

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GEMS Winchester School - Inspection Report 2014-2015

Quality of support

Foundation Stage

Primary

Acceptable

Acceptable

Secondary
Good

Relationships between staff and students were good. In most lessons, behaviour was managed
effectively but this was not always the case in lower primary classes where the time spent dealing
with unacceptable behaviour slowed students progress.
Systems were in place to monitor and promote good attendance and punctuality. Efforts to secure
better punctuality had been successful and most students arrived at school and to lessons on time.
The school had not been as successful in improving levels of attendance.
The school admitted students with a range of special educational needs, including students with
Autistic Spectrum Disorders (ASDs), developmental delay, speech and language disorders, physical
disabilities and behavioural disorders. Effective systems were in place for the identification of
students with special educational needs at the point of entry to the school, and during the academic
year.
The collaborative partnership created by the leaders of the Achievement Centre with class teachers,
parents and external agencies facilitated the on-going development of personal support for students
with special educational needs. However, the absence of skilful differentiation of activities in lessons
for students with special educational needs, particularly in the primary phase, was having a negative
impact on their academic progress.
The counsellor in the Innovation Hub provided a holistic approach to the academic, social, personal
and emotional development of all students, including those with special educational needs. Through
the medium of technology, a system was created by which students well-being and personal
development was enhanced and advice and guidance made available.

How well does the school provide for students with special educational needs?
Overall
The overall effectiveness
of provision for students
with special educational
needs

Acceptable

The school admitted students with a range of special educational needs. School leaders, special
educational needs specialists, and staff in the Innovation Hub, were supportive of students and their
needs.
Identification of students with special educational needs, including those in the Foundation Stage,
was carried out thoroughly.
The collaborative partnership created by the leadership of the Achievement Centre with class
teachers, parents and external agencies facilitated the on-going development of personal support for
students with special educational needs.
The absence of skilful differentiation in lessons for students with special educational needs was
impacting negatively upon their progress.
Parents appreciated the home-school collaboration and they spoke highly of the teachers and their
care of students.
Progress of students with special educational needs was acceptable overall. Progress in lower primary
classes was slowed by teachers poor handing of some behaviour management issues.

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GEMS Winchester School - Inspection Report 2014-2015

6. How good are the leadership and management of the school?

Overall
The effectiveness of leadership

Acceptable

The Principal had a clear vision for development of the school, and this was shared by the staff.
School leaders were supported by the staff in their endeavours to provide the best education for all
students.
Senior and middle management staff were effectively working to develop the knowledge, skills and
expertise of classroom teachers. This was having a greater impact in the upper primary and secondary
classes. In lower primary classes the quality of teaching continued to be very variable, and as a result
students made slower progress in all core subjects.
Detailed job descriptions were in place. This provided staff with clear expectations of the part they
were expected to play in school improvement. Regular meetings between senior staff and within
school departments, together with weekly in-house training, contributed to effective systems of
communication.
Actions taken, particularly through regular training and the sharing of good practice had developed
the capacity of leaders and managers to bring about further improvement. Nevertheless, school
leaders were realistic about the improvements that were still needed to make sure that teaching was
of better quality.
Leaders had shown a degree of success in improving some areas of the schools work, not least the
attainment and progress in science in the secondary phase, and the accuracy of baseline assessment,
but school leaders were aware that there was still much work to be done.
Overall

Self-evaluation and improvement planning

Acceptable

The schools policy set out clear procedures for self-evaluation and how this should be used in the
schools planning for improvement. School leaders did not have a clear picture of students progress
over time. Consequently, they had not been able to identify quickly any group of students who
were making unsatisfactory progress.
Systems to monitor the quality of teaching were consistently applied and this contributed to school
leaders realistic view of the schools strengths and weaknesses. Performance management
arrangements were clear and used well to identify training needs. Teachers evaluation of their
own performance within this process had begun but was not analysed to make maximum use of
the information to bring about improvement.
Action plans were detailed and contained time-constrained targets against which the success of
actions were to be measured.
Progress had been made in addressing some of the recommendations from the previous inspection,
but had not yet resulted in sustained improvement in all core subjects or in addressing the
inconsistencies in the quality of teaching.
Overall

Parents and the community

Good

Parents were very supportive of the school. Events such as the Parent Engagement Week and the
involvement of parents in classrooms were examples of how links with parents impacted positively
on students learning.

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GEMS Winchester School - Inspection Report 2014-2015

Communication between parents and the school was good. Newsletters were very informative, and
provided information on day-to-day events and about what students were being taught. Parents of
secondary-age students particularly appreciated the email contact with teachers that provided regular
information about achievements and as well as information about the support needed to overcome
difficulties in learning.
Parents received regular written reports about students attainment. In the primary and secondary
phases, these provided information on the next steps that were needed in students learning. Reports
relating to children in the Foundation Stage were less informative.
The school had developed a wide range of links with other schools and local bushiness that were
used effectively to widen students' experiences and helped them to put learning into real life
contexts.
Overall

Governance

Acceptable

The Governing Board consisted of representatives of GEMs personnel with no direct representation
of parents. Steps had recently been taken to form a parent committee with whom board
representatives could meet on a regular basis but this was not yet fully implemented. Despite these
shortcomings, the boards knowledge of the school was broad-based and detailed.
Board members regularly monitored the schools actions through visits to the school. The Principal
was effectively held to account for academic outcomes. The board had been proactive in the training
provided for staff and had facilitated the sharing of good practice from other schools within the group.
The board had been proactive in helping the school to ensure that statutory requirements were met
but had not been successful in ensuring the school had the quality of staffing required to remedy
identified weaknesses. A lack of stability in staffing was preventing the school from consolidating
improvements.
Overall

Management, staffing, facilities and resources

Acceptable

School routines were generally established and efficient, and school policies were up to date and
regularly reviewed. Procedures to ensure the safe dismissal of students had improved since the
previous inspection and many school leaders and staff were actively involved in helping ensure that
the process ran efficiently. The management of student attendance, however was not having a
positive impact on raising attendance figures.
Only a few teachers had appropriate certification or relevant experience, even though many had
tertiary qualifications in their subjects or in educational studies. Staff were, however, well deployed
and high quality, targeted, professional development was beginning to have a positive impact,
especially in the secondary and upper primary classes.
The school premises were generally accessible and offered students adequate opportunities to
engage in a range of learning opportunities. The science laboratories provided opportunities for
students in the secondary phase to engage in investigative activities, and the primary school library
offered an acceptable range of books. Some of the classes, however, especially in the Foundation
Stage and in Years 4 to 9, were crowded. The secondary library was under-resourced for research
purposes, with limited resources for Arabic and Islamic studies.
Resources in the Foundation Stage and for mathematics and science throughout the school were
varied and of good quality. The provision of technology resources was adequate.

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GEMS Winchester School - Inspection Report 2014-2015

What are the views of the Principal, parents, teachers and students?
Before the inspection, the views of the Principal, parents, teachers and senior secondary students were
surveyed. Key messages from each group were considered during the inspection and these helped to form
inspection judgements. A summary of the survey statistics and comments from those who responded to
the survey follows:

Responses to the surveys

Responses received
Parents*

Number
This year

285

10%

Last year

297

15%

Teachers

Students

Percentage

31

15%

There are no upper secondary - aged students in the school.

Most parents were satisfied with the quality of education in the school, however a significant
minority felt that their children were not making good progress in Arabic.
A few parents showed some concerns about the quality of teaching in the Arabic departments and
the extent of teacher turnover.

*The percentage of responses from parents is based on the number of families.

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GEMS Winchester School - Inspection Report 2014-2015

What happens next?

The school has been asked to prepare and submit an action plan to DSIB within two months of receiving
the inspection report. This should address:

recommendations from DSIB

areas identified by the school as requiring improvement
other external reports or sources of information that comment on the work of the school
priorities arising from the schools unique characteristics.

The next school inspection will report on changes made by the school.

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

How to contact us
If you have a concern or wish to comment on any aspect of this report, you should contact
[email protected]

Knowledge and Human Development Authority

GEMS Winchester School - Inspection Report 2014-2015

P.O. Box 500008, UAE, Tel: +971-4-3640000, Fax: +971-4-3640001, [email protected], www.khda.gov.ae

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