Welcome to the GEMS Wellington Academy, Dubai Silicon Oasis official Q and A page. Here we ask the questions, and the school answers directly. It is its chance to have its say on specific areas you have told us you want to know about. If you think there are additional questions we should be asking you may contact us here.

If you have to highlight three strengths of your school, what would they be?

Curriculum Options

The curriculum options at WSO are exceptionally broad and personalised. Starting in EYFS and KS1, students take part in a rich, broad, and balanced curriculum that includes Specialised lessons in Performing Arts, French, and Outdoor Learning in a dedicated world class facility. Students are taught the foreign languages in KS2, French, Spanish and German, and are able to make their first formal curriculum choice in Year 6 when they decide which of these three languages they would like to specialise in for the rest of their time at WSO. Options at the end of KS3 take effect in Year 9 where students are exposed to a skills-based KS3 curriculum in the subjects they have chosen for GCSE. The aim of this year is to support their ability to make choices effectively and allow all students to be able to change their minds and try out new subjects whilst being guided by academic and pastoral specialists. The Post 16 options are outstanding. The first school in the region to offer IBDP, IBCP, BTEC and A-Levels, WSO continues to grow and develop in its provision, with exceptions guidance and support for students in making choices about which pathway to follow, and which subjects and levels of study are appropriate given the intimate knowledge we have about our students, their strengths, and ambitions.

Performing Arts

WSO is a Centre of Excellence for Performance and Theatre Tech blending school, university and employment through hi-tech enabled pathways. Student pathways are designed from Foundation Stage through to Post 16 curriculum and enrichment provision. Qualifications such as UDO and LAMDA and industry integration such as West End Stage, UDO, SAE (Sound Audio Engineering), create unique learning experiences with greater relevance to the world of the future, this allows for early identification of emerging talent within the Performing Arts Academy.

Wellbeing

Here at WSO well-being goes beyond being happy, it is knowing how to take care of yourself and others mentally, socially and physically. We guide our children and equip them with the life-long skills to lead healthy, positive and successful lives.

We teach them how to think, act and respond appropriately in all areas of their lives. It is knowing life has it challenges and we believe in instilling resilience to nurture robust world ready individuals. We strongly hold the belief that well-being starts with a firm network of support and at every stage and we build in ways to keep our communication open, clear and purposeful. Our GroWell programme through curriculum lessons, pastoral sessions and the assembly programme is designed to support our students through every stage at WSO and life beyond.

What is the single biggest challenge your school is currently addressing?

Sustaining our high standards after a period of growth

Does your school have a waiting list? In which years?

Nursery - Waitlist

Fs1 – OPEN

Fs2- Waitlist

Year 1 – OPEN

Year 2 - Year 4 -OPEN

Year 5 – Waitlist

Year 6 - OPEN

Year 7 – OPEN

Year 8 – OPEN

Year 9 –OPEN

Year 10 – OPEN

Year 12 – OPEN

What are qualities and characteristics that define your school and its students?

It takes Positive and dynamic learning for young minds to excel in our world. At GEMS Wellington Academy, Silicon OASIS, creating and sustaining such an environment is everyday reality. We support our pupils across all phases of their school life by opening doors that empower them to be the best they can be. Our community is designed to be confident, independent and capable of thinking reflectively and creatively to leverage their full potential. GEMS Wellington Academy is nestled within one of the city’s most coveted new developments, Dubai Silicon Oasis. Our campus hosts a bright, modern, well-resourced environment where students are encouraged to extend their learning. By integrating technology with the curriculum, we complement the educational rationale of the school as well as the vision of the Dubai Silicon Oasis Authority.

Our Curriculum

The Curriculum at WSO is a uniquely crafted progression from the Early Years Foundation Stage, through an enriched and developed National Curriculum for England into personalized qualification pathways incorporating IGCSE and GCSE, BTEC & A-Level courses. These culminate in one of the richest IBDP and IBCP and broadest Post 16 Pathways offered in the region.

The curriculum is also underpinned by the GEMS core values of World Citizenship, Leadership Qualities, Universal Values and Forward Thinking. These values are embedded into curriculum planning so that students are not only prepared for Academic success, but equipped to be well-rounded lifelong learners and responsible, proactive members of the global community, poised to engage the future with competence and confidence.

The preparation of our students for their future in a world where globalization and technology are driving rapid change requires that the curriculum at every point include the use of ICT to enhance its delivery and draw on world resources.

How many nationalities are represented in your school? How international would you say your school is?

There are currently 95 nationalities represented across the Academy.

Are there high proportions of a particular nationality?

No we have a blend of nationalities throughout the Academy.

What is the teacher: student ratio in your school?

1:23

Please describe your approach to teacher recruitment in terms of the balance of staff you seek in terms of nationalities and in terms of years of experience/ qualifications you look for. Please also provide details of how you use teaching assistants.

We recruit largely from UK and reputable international schools – UAE and abroad. Teachers recruited are UK-trained with experience of NCofE and IB

Does your school measure Value Added data? Please provide details of how you measure, and current Value Added benchmark scores.

Students make outstanding progress across the Foundation and Primary Phase in English, Maths and Science as verified in both British Schools Overseas and DSIB Inspection reports. Students progress is measured using formative and summative assessment methods and students make exemplary progress from their starting points and when measured against curriculum standards. Students with special educational needs make outstanding progress across the Academy. Students who have been in the Academy for a number of years, referred to as Core Students, make outstanding progress across subjects. New students to the Academy make rapid progress as measured against appropriate starting points. In comparison to CAT and Progress Test predictions, most students far exceed their predicted grades indicating that the school adds significant value to students’ progress and attainment. In recent TIMMS and PISA results the Academy achieved a High International Benchmark.

If external examinations and assessments are part of your curriculum, which ones do you offer?

The Academy is fully compliant with the National Agenda Paremeter programme for assessment. GL Progress tests are carried out in Years 5, 7 and 9. CATS testing is also used as an indicator of students’ needs. Students in Year 1 also undertake the National Curriculum Phonics Screening test annually.

GCSE: Students in Years 10 and 11 are GCSE students. We offer GCSE and iGCSE courses, depending on the subject. The GCSE course is two years with most examinations sat at the end of Year 11. All subjects are graded 9-1 (9 being highest). The examination boards offered at WSO are: AQA, Edexcel, WJEC (Welsh Board), OCR and Cambridge International.

IBDP: The International Baccalaureate Diploma Programme (IBDP) is a two-year programme aimed at students aged 16–19 years. The programme provides an internationally accepted qualification for entry into higher education and is recognised by many universities worldwide. The curriculum is made up of six subject groups, each worth 7 points. The IBDP also includes theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay (worth 3 points). The nature of this qualification prepares students for university life; creating well-rounded, curious and world-ready students. Students sit examinations in their six chosen subjects at the end of Year 13. The extended essay, ToK presentation and CAS journal are expected to be completed before the end of Year 13 (Terms 1 and 2). Many IBDP subjects include an internal assessment (IA).

IBCP: The The International Baccalaureate Career-Related Programme (IBCP) is a framework of international education that incorporates the values of the IB into a programme which addresses the needs of students engaged in career-related education. The programme typically leads to university, apprenticeships or employment. Students who opt for this particular course of study may choose the subject which links most closely to their career choice. This subject dominates their timetable, which may include: Business Studies, Media Studies, ICT or Sport. Every IBCP student also studies a minimum of two IBDP subjects from each of the six subject groups. This includes one from Language acquisition (French or Spanish), one from Individuals and Societies (History, Geography or Psychology), Language and/or Literature, Science (Biology, Physics or Chemistry), Mathematics, and The Arts (Music, Drama or Visual Art). Students also complete a reflective project which is a detailed project completed over a period of time. Through this the student identifies, analyses, critically discusses and evaluates an issue arising from their career-related studies.

British A-Levels

Business

English Literature

English Language

Economics

Psychology

Biology

Chemistry

Physics

Mathematics

History

Computer Science

Further Mathematics

Photography

French

Spanish

Design and Technology

Media Studies

Physical Education

Geography

Information and Communications Technology (ICT)

Textiles

Art

In recent TIMMS (Trends in Maths and Science) and PISA (Programme for International Student Assessment) assessments the Academy achieved a High International Benchmark – achieving well above the target set by the school and significantly above Dubai Private School Scores in Reading, Maths and Science.

Please provide details of how well your school did in its previous external exams for students at 16 and at 18 years of age? Please provide sufficient detail to allow parents to have a view on how academic your school is?

GCSE Results

5 A* to C / Grade 4 - 9(including English and Maths) 96%

5 A* to B 62%

5 A* to A 31%

Top performers 11A*

9A* 1B

8A* 2A

8A* 1A 1B

8A* 1A 1C

7A* 1A 1C

IB Results

IBDP - Pass Rate 100%

IBCP - Pass Rate 96%

What percentage of your sixth form that take exams at 18 go to university, and where, in general, do they go?

For the last Academic Year 100% of our students went on to University, please see below.

Country Students Percentage

UK 14 41%

USA 9 26%

Australia 1 3%

Europe 4 12%

UAE 3 9%

Canada 2 6%

Other 1 3%

Describe your school's approach to education and teaching?

Positive and firm working relationships with students are fundamental for their success in their time with us. Exemplary pedagogy, subject knowledge and understanding of individuals and their needs are also essential. Teaching is a complex task requiring a delicate balance of head and heart, applied to every child.

Do you develop independent learning through homework and, if so, what are your recommendations regarding this, particularly time spent on homework?

The life of a student and their priorities change as school progresses. Our stance on homework is staged as students progress along their learning journey. Optional engaging activities through to revision and more formal arrangements typify our approach to learning at home.

Physical education and sport is an important aspect of a healthy lifestyle. How does your school ensure children engage in physical activity?

Primary

• FS1 – Year 1 have a one hour period of PE each week.

• Year 2 – Year 6 have 2 hours of PE a week.

• Fs1 have access to our natural learning environment once a week for an hour per week.

• Fs2. Have access to our natural learning environment once a week for an hour.

• Year1. Have access to our natural learning environment once a week for an hour.

• Year2,3 & 4 take part in our outdoor learning space once a week and do this termly

• Each year group rotates around a substantial and varied long term plan, giving them experience in Swimming, Athletics, Gymnastics and Games throughout the year.

• FS1 Swimming was introduced this year to expand the foundation stage curriculum further.

• We have 3 showcase curriculum Sporting events each year which all year groups from FS – Year 6 are involved in:

- Inter-house competitions; recognises and celebrates the achievements and learning taking place in current blocks of learning.

- Sports Weeks; 2 weeks of Sports days take place in January/February where a whole year group spends the morning competing for their House in the current Athletics block of work.

- Swimming Gala; each year group takes part in a Swimming Gala to celebrate and compete for their House, putting into practice all of their current unit Swimming skills.

• After-school sporting opportunities; offered from Year 3 – Year 6. Squads and Development clubs offered in Football, Netball, Athletics, Gymnastics, Basketball, Rounders’, Cricket, Rugby and ….. Swimming.

Secondary

Physical Education is compulsory for all students; Years 7 – 9 students take part in 2 hours of physical activity every week and for Years 10 – 11, one hour. For all years, there is a wide range of sporting activities on offer as part of enrichment e.g. netball, dance, basketball, dodge ball, gymnastics, boxing, table tennis, fitness, trampolining and yoga as well as off-site activities such as ice-skating, sailing, skiing, horse-riding, bowling and running. At lunchtime, there is a variety of squads students can take part in and after school there are regular team fixtures against other schools in Dubai. GEMS Wellington Academy continues to enjoy much success in sporting competitions both nationally and internationally.

How does your school promote healthy lifestyles?

Here at W.S.O we are proud of our commitment to the physical and mental well-being of both our staff and students. In relation to the mental well-being of our children across the Academy we have rolled out the Mindful Schools program to support our children in having a positive mental attitude, high levels of self-esteem and in their over-all well-being. This is currently being implemented by 23 qualified teachers across the primary phase. Furthermore, our Academy promotes healthy lifestyles through our curriculum; our Outdoor Adventures lessons allow children to learn in an outdoor setting, exploring their own learning through a unique child centered approach. Our commitment to healthy lifestyles is further exemplified by our outstanding P.E department and Sports Squads which have seen massive success in local, national and international competition. Our children also benefit from regular Healthy Living programs run across the academy such as our current 'Tooth Brushing Challenge' in association with Dubai Health Authority. In January we enjoyed a very successful 'Health Month' which was packed with fun activities designed to promote Healthy Living, such as our mass 'Mindful Yoga' session which saw 3000 students and teachers participate. We also ran several parental engagements to promote healthy living, such as our 'Brain Food in a Blender' sessions which helped parents to see the benefits of fresh fruit and vegetables and how easy it is to incorporate these into children’s diets through smoothies and juicing. We actively encourage healthy eating through our weekly organic vegetable market, where parents and students have the opportunity to buy fresh, local, organic produce in school. Moreover, our commitment to promoting happiness and well-being is further promoted through our commitment to charitable causes and giving; our children have raised money for Dubai Cares and other charitable causes. As recognition of our commitment to the promotion of Healthy Lifestyles, the academy won the KHDA well-being award for Healthy and Happy Schools 2016. We work closely with our parent council to monitor the quality and availability of healthy foods through our catering supplier, PH7. Our students have been working with PH7, sampling new menus and suggesting enjoyable ways to keep our menus healthy and tasty. Food Technology lessons are taught from Year 8 upwards where students can learn about diet and food choices. In addition, Year 10 students can choose to study Food Preparation and Nutrition as a two year GCSE course. As part of enrichment, students can opt to take part in cookery classes.

Lastly, we have bike racks around the school and students are encouraged to come to school in the healthiest, safest ways possible.

How do you promote healthy eating?

Primary

We are committed to healthy eating here at W.S.O. As part of our ambassador program, each class has a pair of Healthy Eating Champions who reward healthy lunch boxes with house tokens and awards. This is very successful and also allows us to be aware of those children and families who may need support in making positive changes to lunch boxes. Furthermore the Academy hosts a weekly organic food stall showcasing the best local organic produce and giving parents and children the opportunity to enjoy the best local fruits and vegetables. Our Head of House team work closely with the school’s Parent Council to build a successful relationship with our school caterers, PH7, in order to develop a menu that is healthy and filling. The close working relationship with PH7 is further exemplified by recent sessions where our school Student Council visited their Head Chef to look at developing menus and broadening the uptake of school meals. Furthermore, PH7 in conjunction with the Parent Council and Head of House, have developed a delivery menu of packed lunches which has had a positive impact on children where lunch boxes were not healthy or lacked a healthy balance of foods.

Moreover, our Head of House Team and our Parent Council have worked with nutritionists (both external and parents) to produce advisory leaflets aimed at improving the healthy aspect of packed lunches, offering hints and tips for parents to promote healthy eating. This coupled with some of our very successful parent engagements (organised by parents with support from Heads of House) to promote healthy eating such as our "Brain food in a Blender" sessions is another way where healthy eating is supported. Furthermore, as part of our January Health Month children were encouraged to bring in different/exotic fruits to create delicious fruit kebabs to expose them to new food combinations.

Secondary

Healthy living is taught as part of the tutorial programme. All students in Years 7 – 11 learn about mindfulness in tutor time on a weekly basis which focuses on students’ well- being and self-esteem. This includes meditation and relaxation. The school organizes a healthy living week every year which includes fitness challenges, competitions and outside activities. As part of the PSHE programme, the school organizes a drop down day with a rotation of yoga, Zumba, breast cancer awareness, oral health and emotional health. For World Oral Healthy Day this year, we launched a dental health programme in conjunction with Phillips and Dubai Healthy Authority.

Does the school have cafeteria facilities for the students? How does it promote a balanced diet?

The Academy has 3 Cafeterias to accommodate students from FS2 through to Y13.

What is the approximate average cost of a lunchtime meal?

An average child using our canteen facilities would spend between 15 and 20dhs

What is the starting and finishing time of your school day?

FS1 - Drop off to the classroom from 07.30am and registration will take place at 08.00am

Collection from the classroom at 1.30pm prompt ( Monday - Thursday) 11:15am on a Friday

FS2 - Drop off to the classroom from 07.30am and registration will take place at 07.45am

Collection from the classroom at 1.30pm prompt (Monday - Thursday) 11:15am on a Friday

Year 1 & 2- Drop off to the classroom from 07.30am and registration will take place at 07.45am

Collection from the classroom at 2.50pm prompt (Monday - Thursday) 11:30am on a Friday

Year 3 & Year 4 - Students need to be in class before 7.45am prompt for registration

Finish at 2.50pm (Monday – Thursday), and 11:45am on a Friday.

Year 5 & 6- Students need to be in class before 7.45am prompt for registration

Finish at 3.20pm (Monday – Thursday), and 11:50am on a Friday

Year 7 and above - All students should be in class before 7.45am prompt for registration

Finish at 3.20pm (Monday – Thursday), and 11:50am on a Friday

Is there a school uniform?

PRIMARY FS 1 – Year 2 : GIRLS

 Blue polo t-shirt with Wellington logo

 Skorts

 Short white socks

 Hat - Wellington branded, house colour

 Black shoes (No heels, No trainers)

Optional Winter Wear

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

PRIMARY FS1 – Year 2 BOYS

 Blue polo t-shirt with Wellington logo

 Bermuda shorts

 Short black or dark blue socks

 Hat - Wellington branded, house colour

 Black shoes (No heels, No trainers)

Optional Winter Wear

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

PRIMARY Year 3 – 4: GIRLS

 Blue shirt with Wellington logo

 Skorts

 Tie (clip on available) – in house colour

 Short white socks

 Hat - Wellington branded, house colour

 Black shoes (own choice, but no heels and no trainers)

Optional Winter Wear

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

PRIMARY Year 3 – 4: BOYS

 Blue shirt with Wellington logo

 Bermuda shorts *

 Tie (clip on available) – in house colour

 Short black or dark blue socks

 Hat - Wellington branded, house colour

 Black Shoes (own choice, but no trainers)

Optional Winter Wear

*Long trousers

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

PRIMARY Year 5 & 6: GIRLS

As above, but with the option of trousers instead of a skort and skin coloured tights may also be worn.

PRIMARY Year 5 & 6: BOYS

As above, but long trousers must be worn all year, no shorts allowed.

SECONDARY Years 7 – 9: GIRLS

 Blue shirt with Wellington logo – un-tucked but not more than 3 inches below the top of the trousers.

 Skirt (knee-length or long) or long trousers

 Scarf – in house colour, to be worn outside jumper

 Short white socks/ skin coloured tights

 Black shoes (own choice, but no heels or trainers)

Optional Winter Wear

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

SECONDARY Years 7 – 9: BOYS

 Blue shirt with Wellington logo – tucked in

 Trousers

 Tie – in house colour to be worn inside the jumper and up to collar A4 length

 Dark blue or black socks

 Black Shoes (own choice, but no trainers)

Optional Winter Wear

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

SECONDARY Year 10–11: GIRLS

 Blue shirt with Wellington logo – un-tucked but not more than 3 inches below the top of the trousers.

 Skirt (knee-length or long) or long trousers

 Scarf – worn outside jumper

 Short white socks/ skin coloured tights

 Black shoes (own choice, but no heels or trainers)

Optional Winter Wear

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

SECONDARY Year 10-11: BOYS

 Blue shirt with Wellington logo – tucked in

 Trousers

 Tie – Inside jumper and up to collar A4 length

 Dark blue or black socks

 Black Shoes (own choice, but no trainers)

Optional Winter Wear

Sweater (can be worn indoors) and jacket (outdoors only) with Wellington logo

SECONDARY Years 12-13: GIRLS

All of the following items can be purchased from your own store choice - these are not WSO branded items from Threads:

 White shirt / blouse, can either have long or short sleeves

 Black tailored trousers or skirt (below the knee), no leggings

 Black formal shoes, flat or low heels only and no trainers

SECONDARY Years 12-13: BOYS

All of the following items can be purchased from your own store choice - these are not WSO branded items from Threads:

 White shirt, can either have long or short sleeves

 Black tailored trousers

 Black jacket

 Dark coloured plain tie, free from logos and cartoons

 Black formal shoes, no trainers

P.E. Kit – BOYS & GIRLS ALL YEAR GROUPS *

 Navy blue shorts or long tracksuit bottoms

 WSO Polo shirt – with a block of the students house colour (red, white, black, green)

 White sports ankle socks

 Plimsolls or Velcro trainers (no laces for FS1 – Year 2)

 Trainers for Year 3 and above

 Swimming costume/shorts – plain navy blue or black (Speedo/Adidas etc)

 House coloured WSO branded swim hat

Please advise on your discipline policy?

Ready Respectful and Safe is the catch-cry that underpins our behaviour and rewards policy. In essence, we have high expectations of our students and they way they interact with each other and all staff.

How do you feedback progress and attainment to students and parents?

Students: Students receive regular constructive feedback from their teachers following work completed in class, at home and formal assessments. Peer and self-assessment are encouraged which enable students to reflect on their own and their peers’ performance to help them make progress. Teachers complete a standardised marking and feedback form twice each half-term for all of their students which enables them to highlight successes, areas for improvement and an opportunity to generate discussion based on specific pieces of work. From this, students receive an effort mark and an indication of whether they are working above, at or below their most likely grade (MLG). Students are encouraged to respond to their discussion question and plot their progress on a departmental tracker. Discussion is at the centre of feedback as we believe it is this which drives student reflection in terms of their strengths what they should do to improve.

Parents: Teachers will take advantage of opportunities for informal and formal feedback in order to ensure parents are kept updated with the progress of their son/daughter. This includes but is not limited to involvement in an end of unit review in the form of a ‘Challenge Outcome’ (Key Stage 3), discussion arising from our ‘open door’ policy, comments on students sharing achievements, and formal written reports which will be made in the course of the year as per the agreed school assessment calendar. Additional discussion is available at parent-teacher consultation evenings and Academic Review days (Student-Led-Conferences).

Feedback involves both learners and teachers giving and receiving feedback about the teaching and learning process.

• Students are clear about what is expected of them and what they can expect from the teacher. Students should expect the feedback they receive to explain what they have done well, and where and how they can improve. In the Primary phase a ‘Think Pink, Go Green’ marking system is employed whereby students must regularly respond to next step marking. In the Secondary phase a SID (Success, Improvement, and Discussion) approach is employed. This feedback should be as soon after the completed work as possible.

• Learning objectives and learning outcomes are used as the benchmark for the teacher’s oral and written feedback. They should be shared and made clear to the students in advance of attempting the task. Learner competences are also used a focus in lessons and in learner dialogue, both oral and written.

• Students receive regular and detailed feedback on their learning which is constructive, informative and focused, so that they understand how they are progressing and what steps they need to take to improve. Oral feedback will be the most frequent and interactive form of feedback in their lessons.

Feedback also includes comments from peers and from self-­‐ assessment as well as from teachers. Students need to be shown how to assess and evaluate their own and their peers’ work.

How often is the more formal feedback such as reports and parent/teacher meetings?

Formal written reports to parents will be made in the course of the year as per the agreed school assessment calendar. Additional discussion is available at twice-yearly parents’ evening. In the Foundation Phase, parents also access the 2Simple online learning journey for their child twice-yearly.

Parents receive three reports per Academic Year. For Key Stage 3 students this details their Most Likely Grade (MLG) and whether they are working above, below or at their MLG. Key Stage 3 students also receive feedback on how well they are displaying the WSO Competences and a rating of their effort/attitude, home learning, behaviour and contribution in class. This is followed by a series of targets set by the class teacher which the students should focus on to improve. Key Stage 4 and 5 student reports include a target level for each subject as well as a rating for effort/attitude, home learning, behaviour and contribution in class. At each report cycle this is reviewed and the teacher’s predicted level may move depending on student progress in class/ assessments and general effort. The school data prediction for GCSE and IB students may differ from that of the teacher. Students in these year groups also receive targets for improvement.

Towards the start of the Academic Year parents are invited to attend an Academic Review Day in Secondary, where they are able to meet their child’s tutor and hear about their son/daughter’s learning experience to date. These are called Student Led Conferences (SLC days) and there are two per year (start and end). Students use the first one to set themselves subject-specific targets and the final SLC to reflect on their performance throughout the year and re-visit their targets.

Which languages are taught at your school - please detail any as a first as well as second language?

English is the first language of instruction. Other languages taught are: Arabic, French and Spanish. There is the opportunity for students who are sitting an examination in their native language to receive extra support from teachers who may be experts in that particular language. Enrichment time enables students to learn the basics of a new language, which in the past has included Italian and Cantonese.

Do you offer EAL or TEFL support for those students where English is not their first language?

Yes

Do you offer a dedicated prayer room/s for students? For which faiths?

Yes there are dedicated prayer rooms for the Muslim students (and staff) in both the Primary and the Secondary Buildings. There are separate male and female prayer rooms in Phase 3 of the Secondary school. Students are welcome to pray before 07:45, 10:15 to 10:35, 12:35 to 13:20, and after 15:20 (Sunday to Wednesday). On Thursdays students may pray before 07:45, 10:15 to 10:35, 12:35 to 13:00, and after 14:00.

How do you support gifted, able and talented students?

Gifted and / or Talented provision is the domain of the class teacher, beginning with relationship building, followed closely by understanding the needs including strengths – and planning suitable and challenging engagements, accordingly.

Do you have a learning support team in your school?

Yes, we have an Inclusion Team, consisting of teachers, teaching assistants, and learning support staff, to support students from FS1 – Y13. Support is provided through different ‘Waves’ of provision and students are tracked through the SEND Register.

Not all schools are staffed or resourced to offer learning support to those children with either moderate or significant learning needs. To what level can you offer support for those with learning differences?

As the most inclusive school in the GEMS network (and possibly Dubai), we utilise resourcing available to meet the needs of all students we admit. In conjunction with this, we are fortunate to have the broadest pathway offering for students, allowing them to be successful in a wide variety of ways.

Does your school have particular expertise in dealing with a specific learning need such as dyslexia, dyspraxia, aspergers syndrome and so forth?

At WSO, we celebrate the uniqueness of every child and create an environment where they will thrive. We are a highly inclusive school offering support for students with specific learning needs which include dyslexia, dyspraxia, Aspergers and ADHD. Our dedicated inclusion teachers are able to provide personalised strategies and support to children to allow them to successfully overcome their barriers to learning.

Does your school have an educational psychologist or access to one to assess and support those youngsters with more challenging learning and emotional needs?

We have 3 Student counselors across the Academy to support students with educational or emotional needs.

Do you have a parents’ group supporting the school?

We have 3 parent bodies:

LAB group - who work closely with our Executive Leadership Team and review all Academy Policies

Parent Ambassadors - who organise community events and support the many of the departments throughout the Academy

Primary Class Representatives - who support our Parent Ambassadors and the Class Teachers in Primary.

Are there opportunities for parents to support the learning, activities and events within the school or on trips other than through the parent group?

We encourage parents to openly support any events throughout the year, whether it be in the classes or assisting trips, sports squads.

Is there an opportunity for parental representation on your school Board of Governors?

Yes, we have an LAB group supporting our Executive Leadership Team.

Do you offer specific activities, events or information sessions for those parents new to the school and/or area?

We run many Parent Engagements at the beginning of every year, these are here to support new families that attend the school. Our Parent Ambassadors also run a welcome picnic each term for new families to meet other new parents/students and members of our Primary and Secondary Leadership Team and Pastoral Team