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GEMS Wellington International School GEMS Wellington International School British Schools Overseas Inspection Report Inspection Dates: Monday 1 October – Wednesday 3 October, 2019 Lead Inspector: Jim Alexander Team: Pauline Barker Judith Tolley Jeremy Barnes Age Group: 3-18 Report Published: 17 October 2019 Purpose and scope of the inspection This inspection report follows the English Department for Education (DfE) Schedule for the inspection of British schools overseas. This inspection was carried out by four Education Development Trust inspectors who spent three days at the school. Education Development Trust is a body approved by the British Government for the purpose of inspecting schools overseas and quality assured by the Office for Standards in Education (Ofsted). Education Development Trust is one of the world’s leading not-for-profit education companies, providing a range of education services in the UK and internationally. Education Development Trust employs over 2,500 staff worldwide, all working on projects relating to educational quality. To be recognised by the Department for Education, a British School Overseas must have an inspection report which shows that its performance against all the standards is at least satisfactory. This reflects the standards required for continuing registration as a school in England. Schools meeting the standards will have their inspection reports published on the Department's website and will be registered on Edubase. Inspectors report on the extent to which schools meet the relevant Standards for British Schools Overseas (BSO). These were updated with effect from September 2017. The inspection follows closely the framework for the inspection of independent schools in England but, where appropriate, also takes account of compliance with local regulations. A policy update was issued by the DfE in October 2018. The Department confirmed that ‘our policy is now to accredit schools in countries where to meet certain standards would be in breach of the host country laws, as long as there is evidence to substantiate this, and all other standards are met’. The Standards are as follows: 1. The quality of education provided by the school (Curriculum, Teaching and Assessment) 2. The spiritual, moral, social and cultural development of pupils 3. The welfare, health and safety of the pupils 4. The suitability of the proprietor and staff 5. The premises and accommodation 6. The provision of information 7. Manner in which complaints are handled 8. Leadership and management of the school 9. The quality of provision for boarding Group:SIS File name:BSO Version:7 Department:BSO Doc owner:EDT Date of issue: 1 of 21 The purposes of the inspections are to: ▪ help schools to improve the quality and effectiveness of pupils’ education and of the care for their welfare ▪ provide rigorous and reliable inspection reports which help schools to recognise and celebrate their strengths and to identify and remedy any weaknesses ▪ inform parents and the wider public of the quality of British schools overseas by placing reports in the public domain. Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate Proportions used in the report 90–100% Vast/overwhelming majority or almost all 75–90% Very large majority, most 65–74% Large majority 51–64% Majority 35–49% Minority 20–34% Small minority 4–19% Very small minority, few 0–3% Almost none/very few Information about the school Established in March 2006, GEMS Wellington International School is a large, private, multicultural day school. It is part of the GEMS Education group of schools. The school is located in the Al Sufouh area of Dubai on Sheikh Zayed Road. At the time of the last inspection, there were 2376 pupils on roll aged from three to 18 years. This has now increased to 2690. The school has identified 257 pupils who have some form of special educational need, including some who have particular gifts and talents. The school comprises pupils of 90 different nationalities who speak over 50 languages and dialects, providing a rich cultural diversity. Pupils with Indian backgrounds form the largest cohort and 76 pupils are Emirati nationals. The majority of teachers are UK trained. The school follows the English National Curriculum, adapted to meet the needs of its international pupils. Pupils are presented for GSCE examinations at the end of the secondary phase (key stage 4) and for the International Baccalaureate (IB) Diploma Programme at the end of the post-16 phase (key stage 5). Almost all students go on to study at universities, the majority in the United Kingdom. Group:SIS File name:BSO Version:7 Department:BSO Doc owner:EDT Date of issue: 2 of 21 Summary of the evidence base used by the inspection team The dates of the inspection were agreed with the school 10 weeks before the start date. The school’s leaders made documents, policies and assessment information available to the Education Development Trust inspectors four weeks before the inspection. Inspectors also met with school leaders and toured the school on the day before the inspection started. The team examined the school’s self-review document, the BSO compliance checklist and a range of other information before the inspection. Inspectors visited 51 lessons across the school covering a wide range of subjects. They held 26 meetings with governors, senior leaders, staff, parents and carers and pupils. Inspectors observed arrival and departure from the school, registration periods, assemblies and breaktimes. They also reviewed samples of pupils’ work including displays and artwork. They reviewed school documents containing safeguarding and other policies, development plans, assessment information, attendance records, behaviour, rewards and sanctions. They observed all phases of the school at work and followed up any issues with school leaders. Evaluation of the school GEMS Wellington International School is an outstanding school and provides an outstanding quality of education for pupils from three to 18 years. The school prepares pupils exceptionally well to enter or re-enter the UK system. The school meets all of the Standards for British Schools except those which it is precluded from meeting because of the host country’s legislation. These are explained later in the report. The requirements of the host country take precedence and no action points are, therefore, specified in relation to these unmet standards and no further action is required as a result of this inspection. In English, pupils across the school make outstanding progress and almost all reach standards that are above those expected for their age in England. A majority of pupils speak English as an additional language. Children arrive in the early years with skills in English language and communication that are usually below those typical for their age. They make outstanding progress from their starting points and a large majority are well prepared for the demands of the curriculum in Year 1. Most children’s listening skills improve rapidly in relation to their starting points, so that they are able to respond accurately to requests and follow instructions. The language-rich learning environment and the continual opportunities provided for children to speak ensure that their vocabulary rapidly expands. During the inspection children ably retold the story of ‘The Gingerbread Man’ in a variety of ways. By the end of Year 1, the proportion of pupils who reach the expected standard in phonics skills is above average. Learning about the Titanic, Year 2 pupils were able to use objects, clues in the text and written information to extract and infer meaning. In the primary classes, pupils continue to make outstanding progress and by the time they leave Year 6, they reach standards in reading and writing that are above those typically found in England. Year 4 pupils make effective use of similes and use increasingly rich vocabulary in their descriptive writing. Inspired by Roald Dahl’s ‘Charlie and the Chocolate Factory’, pupils described a setting using opening sentences such as ‘Standing in the land of crunchy candy…’ Group:SIS File name:BSO Version:7 Department:BSO Doc owner:EDT Date of issue: 3 of 21 to capture the interest of a reader. By Year 6, pupils write in a wide range of genres with increasing confidence and sophistication. In secondary classes, pupils continue to make outstanding progress and reach standards in GCSE examinations which exceed English national averages in language and literature. Pupils in Year 11 communicate imaginatively and effectively, adapting tone and register, drawing on a range of stimuli including classic novels, poetry, music and visual material. Rapid and sustained progress is made by students in the sixth form and consequently they attain outstanding levels that exceed world average outcomes. Impressively, students explore in depth themes such as ‘fear in the novel’, drawing on prior learning and extensive background research. In mathematics, pupils across the school make outstanding progress and reach high standards. Children in the early years make outstanding progress from their below-typical starting points and a large majority are well prepared for the demands of the curriculum in Year 1. Every opportunity is taken to reinforce and extend children’s understanding of shape, measurement and number through a variety of activities. In the primary classes pupils continue to make outstanding progress and reach standards that are high in relation to the average in England. Primary pupils apply their knowledge and skills with confidence to solve problems. They increase in independence and confidence, demonstrating and explaining their working to others. In secondary classes pupils continue to make outstanding progress and reach standards that are above averages in England. They build on these skills, for example by solving equations and plotting and interpreting graphs. Students in the sixth form make outstanding progress and achieve high standards in relation to the world average for IB. They have an excellent understanding of mathematics and take the lead in lessons, explaining their methodology to prove, for example, the De Moivre Theorem for themselves.
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