Welcome to the GEMS Wellington Primary School, Dubai 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.
GEMS Wellington Primary School is a Premium International Primary School that bases its teaching and learning on the National Curriculum for England.
We aim to ensure that each child has the individual attention necessary to do as well as he/she is able.
Our curriculum is creative, integrated and focussed on developing core success competencies in our learners. We also have implemented a thinking skills programme for all years aimed at facilitating a metacognition culture throughout the school.
Alongside the NC, WPS uses the Creative Wellington Way Curriculum, International Primary Curriculum, The National Primary Strategy and several other supporting programmes as tools to deliver the NCE+W 2000. The school also delivers the Ministry of Education’s curriculum for Islamic Education and Arabic Studies.
Our oustanding teachers and children are encouraged to work hard, to give their best at whatever they undertake and to behave in a way which shows mutual respect for all members of the school community. This includes working in conjunction with the aims ideals of the Varkey GEMS Foundation. We also promote the GWPS competencies, global citizenship, sustainability, leadership and charitable awareness.
WPS expects the highest professional standards and we are ambitious for continued success. All staff ensure that they work together;
- To provide a very high quality education and schooling for children from 3 years to 11 years old based on the Foundation Stage Curriculum and the National Curriculum for England.
- To exemplify and lead best practice in UK preparatory and international education.
- To develop leadership skills and attain personal levels of excellence.
- To teach the importance of citizenship on global scale - world citizenship.
- To teach the importance of the universal values, attitudes, conduct and ethics that are respected, admired and accepted in cultures around the world.
- To develop the skills needed for life-long learning.
- To provide an excellent school environment where information and communication technologies play an integral part in learning.
- To respect and foster understanding for the United Arab Emirates, its rulers, people, customs and beliefs.
- To provide all stakeholders with up to date information about their child's progress and attainment compared to UK assessments and standards.
According to the DSIB report issued in January 2013 we have identified outstanding elements in assessment, curriculum, health and safety, support and guidance, leadership, self evaluation, links with parents, facilities, behaviour, community and environmental responsibility and foundation stage.
The school provides a comprehensive, working partnership with parents in support of pupil development. Partnership initiatives include: Family learning (e.g. Parental Engagement sessions/ ICT/ Sports), the Talk, Share, Encourage Initiative; a comprehensive After School Activity programme involving approximately 800 children weekly; additional external coaching agencies (E-sports); Curriculum workshops for parents, Parental support booklets; meet the Principal coffee mornings; meet the teacher events; formal consultation evenings and charity events (e.g. Kai’s Orphanage, Kibera Project, The El Noor Centre work) and ICT Academy providing MICROSOFT-accredited courses for parents to support their child’s learning within the home.
Our school also promotes the CPD partnership with GEMS Corporative office and the ICT Academy.
WPS has the Think Tank which supports pupils with specific special educational needs inclusively. This facility has had a significant impact on the provision for pupils who meet the ‘Wave’ criteria for additional support. The school, through the Think Tank, offers swift and easy access to additional learning support services for individual pupils with particular needs.
Many of our curriculum subjects are enriched by the support of our specialist teachers. These teachers, in PE, Arabic Studies, Islamic Education, French, Art, IT and Music, provide skilled and expert provision of the respective subjects as well as extra-curricular opportunities to a high standard.
Our school has a comprehensive range of extra-curricular activities (ECAs) offered to all pupils twice a week, through our After Schools Activities programme. This is additionally enhanced by the partnership of even more ASAs through E-Sports, the Language Acacdemy and Peri Music tutors, although this is at an additional cost to parents.
GEMS Wellington Primary School opened its doors at the beginning of September 2007 and rapidly established itself in the community. Our population over the past six years has increased by from approximately 50 pupils (in year 1) to over 1100 (as of today). We believe this is a testament to our success and ability to deliver quality teaching and learning programmes.
European, Asian and Arabic.
Yes it does. All school information can be accessed via our website www.gemswps.com. We actively encourage parents to come in and meet with our registrations and admissions team. Using the website please click on the 'admissions tab', proceed to the 'student registrations tab' and the you will find the link 'online registration.' Please contact us on +971-4-3433266 or email firstname.lastname@example.org
WPS currently employs 6 full time Physical Education specialists and two associated support personnel who facilitate an extensive and thorough series of primary school level PE programmes. These align closely with the mandates provided by the UK curriculum and the KHDA. Teachers in this area of the school have consistently been rated as outstanding.
Children have the opportunity to participate and develop skills in all areas including; aquatics, athletics, creative-fundamental movement, ball skills, fitness, agility, gymnastics and coordination.
Our PE programmes are also supplemented by our Extra Curricular Programmes and Paid E Sports provisions.
WPS were rated by the DSIB as 'Outstanding' in this area. The school actively promotes health and well being for all its community members.
Healthy eating is promoted throughout all levels of the school as part of our integrated Wellington Way Curriculum. Workshops are also facilitated for parents throughout the year and as part of Induction and the Talk, Share, Encourage parent support programmes. Our teachers, medical team and PE staff also complete units of work and assessments to ensure that all stakeholders are aware of what is 'good eating' and 'how healthy we are?'
Our children are all familiar with healthy snack boxes, Five Plus a Day, the food pyramid and eating smart. Evidence of this can be sourced via newsletters, units of work, classroom displays, induction training notes and school policy.
In addition our school collects extensive data on our childrens health and well being and this includes: fitness testing, beep test data, obesity checks, dental review, lunch box scrutinies and the annual medical survey. All data is utilised to support families and improve outcomes for children.
No, it does not.
FS1 - 7:30 am to 12:30pm. FS2 - YR 6 - 7:30 am to 2:15pm.
Extra Curricular: Please refer to Extra Curricular time table
Note that school ends at 1:30 pm on Thursdays.
The GWPS uniform can be purchased via:
Threads Store - Times Square Branch
Tel #: 971 - 43964837
Timings: 11.00am to 9:00pm
Saturday to Thursday
GEMS Wellington Primary School ensures that, at all times, there is an atmosphere and ethos that supports and encourages learning, based on respect for the individual.
It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well.
The school expects every member of the school community to behave as responsible, thoughtful and caring individuals to conform to sensible, practical rules, designed to ensure the smooth running of the school and the safety and wellbeing of all.
Rewards and sanctions:
We praise and reward children for good behaviour in a variety of ways:
• teachers congratulate children;
• teachers give children team points or house points;
• a child is nominated and congratulated every week for excellent work , behaviour or attitude in the whole school, year group or phase assembly;
• competency awards, merits or principals visits;
• every week a child in each class is chosen to be the “Star of the week“ or the “Principals” award
• Children are awarded achievement awards from the Principal for outstanding work , behaviour or attitude. Winners are acknowledged in the newsletter an in corridor displays.
• students receive ‘Golden Time’ to be utilized on Thursdays.
The school acknowledges all the efforts and achievements of children, both in and out of school.
However, children are aware that if they break the school rules and behave unacceptably that consequences / sanctions will be applied. Sanctions are chosen carefully to match the behaviour and stage of development of the child.
The purpose of sanctions is to allow the children and others within the school, understand their behaviour is unacceptable and to help the children to make better choices about their behaviour in the future. Possible sanctions for less serious misbehaviour could include:
• To be moved away from friends/group;
• To be asked to apologise;
• To lose a privilege or treat;
• To be asked to tidy any mess;
• One to one talk (parents may be involved).
If a child’s behaviour is of concern we contact the parents and ask for their support in dealing with any issues that arise.
Only the Principal has the power to exclude a pupil from school having sought written permission from the UAE Ministry of Education and Youth.
If the Principal excludes a pupil, she/he informs the parents immediately, giving reasons for the exclusion.
At the same time, the Principal makes it clear to the parents that they can, if they wish, appeal against the decision to the GEMS management and the UAE Ministry of Education and Youth.
Appeals are to be made in writing and the school informed.
Progress and attainment data is fed back to students continually throughout the year in a bid to facilitate improved learning outcomes. This is achieved through sharing; assessment tests, copy book feedback, awards, merit programmes, student target displays, student conferencing, three stars and a wish, APP profiling and one to one teachers-student discussions. Success is celebrated via; assemblies, awards, Principal visits, teachers blogs, newsletters, the GEMS Weebly, displays and the Year Book.
Parents are regularly communicated with and information is sent home through: the communication booklet, the Learning Portfolio, email and through access to the GEMS Learning Gateway. Parents are actively encouraged to visit the classroom and book meetings with teachers. Formal meetings are facilitated four times a year. Class teachers regularly host open mornings, parent training sessions and provide additional information to parents to further develop the home school partnership.
GEMS Wellington Primary School reports formally to children and their parents every term.
In the first two terms the report highlights whether the pupil is working below, in line with or above the national average for their age group in Literacy, Numeracy and Science with a comment about the child’s progress in each area.
A comment is also included from the specialist teachers (Languages in the first term and P.E. and Music in the second term.)
During the second term students in KS1 and KS2 write their own progress reports and review goals. This information is then shared as part of the three way conferencing process.
The end of year report in the third term highlights achievements across all subjects and against the Core Competency skills.
Similar to previous terms, the report highlights whether the pupil is working below, in line with or above the national average, however it does this across all subjects. A summary of the children’s achievements and progress as well as targets for the next academic year are detailed for Literacy, Numeracy and Science.
Our school also provides parent consultation evenings three times a year. The first meeting is a chance for teachers to set out expectations. These will include the importance of reading in the home, active parental involvement in educating their child, homework being completed on time and punctuality. It also provides an opportunity for the pupil’s targets to be discussed.
The remaining parent consultation evenings are for reporting the achievements for the academic year. This should highlight the pupil’s strengths and areas for development for each subject and should attempt to indicate ways in which the pupils can move forward. The reviewing of individual targets can be discussed.
Yes. The school operates in full accordance with KHDA/ DSIB mandates and is fully compliant in regards to curriculum delivery.
Mandarin and Spanish as after school activities.
Yes we do.
Yes it is
Yes we do
Provision for Gifted and Talented children is led by year group leaders/ curriculum leaders and teachers to ensure provision for all. Curriculum leaders provide opportunities for acceleration and enrichment through invite lessons and clubs. In addition they advise on monitoring and planning for more able, gifted or talented pupils within the classroom.
Our school also facilitates a strategic 'Thinking Culture' programmes wwhich empowers all children with a hierachy of levelled thinking strategies. This is initiated in FS and finishes in Year 6.
Many of our curriculum subjects are enriched by delivery of specialist teachers. These teachers, in PE, IT, Art, Arabic Studies, Islamic Education, French and Music, provide skilled and expert provision of the respective subjects as well as extra-curricular opportunities to a high standard.
The schools gifted and talented provision is multifaceted and ensures that children requiring acceleration or enrichment are catered for. Activities for these children occur both inside and outside the classroom. The G&T register is consistently being updated and reviewed and is based on definitive criteria and rigorous screening programmes.(See provision maps, withdrawal group registers and target tracker.)
Our school has also facilitates a comprehensive range of extra-curricular activities (ECAs) offered to all pupils twice a week, through our After Schools Activities programme. This is additionally enhanced by the partnership of even more ASAs through E-Sports, although this is at an additional cost to parents. Many of these activities are based on teacher recommendation and are strategically designed to enhance student progress and attainment levels. (Termly audits of progress are used to identify children who require additional support or extension. ECA's are developed accordingly.)
GWPS is committed to the development of excellence in an environment that has high expectations of students. We recognise that gifted and talented pupils have particular educational needs and, just like pupils with other special needs, these need to be met in order that they realise their full potential. We aim to improve provision for Gifted and Talented pupils through the development of an ethos where academic and creative achievement is expected and celebrated.
Yes we do
WPS is currently rated as 'Outstanding' in both Personal and Social Development and Protecting and Supporting Pupils.
Our school has the ‘Think Tank which supports pupils with specific special educational needs inclusively. This facility has had a significant impact on the provision for pupils who meet the ‘Wave’ criteria for additional support.
The facility provides curriculum support for pupils with additional educational needs including: Speech and Language Therapy; Occupational Therapy; Dyslexia; Autism; Down’s Syndrome and Global Developmental Delay. Learning Support Assistants are employed to support children with severe additional needs to help them access the curriculum. (see Think Tank database for details). GWPS also utilises the strengths of the specialist ELL, Gifted and Talented and Inclusion Coordinators to ensure progress and attainment outcomes for all learners. This is achieved in conjunction with teachers, learning support shadows, associated support agencies and the home.
The school provision for inclusion and well-being is ‘outstanding’.
Physical resources linked to the provision for children with abilities or identified needs is continually being developed. Teaching Assistants feature in all classes from FS1 to Y2. Y3-6; share TAs as a finite resource. The school also uses carefully screened and monitored parents to support students in their learning and attainment of set targets. Provision and differentiation for all classes is led by curriculum leaders and phase leaders to ensure challenge/ personalisation is evident for all.
The wellbeing of children is of foremost importance in the creative GWPS curriculum and ensures the systematic inclusion of personal, social, moral, emotional, spiritual and cultural development including the promotion of healthy living. The Healthy Schools Programme is being incorporated into all learning areas.
The coordinator for well-being has implemented many initiatives to support the well-being of all learners through intervention, assemblies, class-based and individual-based SEAL programmes. (See SEAL Programme and Head of Well-Being/ Inclusion files.)
Detailed plans and systems are in place to support the transition of our students through the varying levels of GWPS. This includes across phases and in and out of the school. Support is also provided for parents and caregivers. The GEMS network also allows for support to families and students transitioning from GWPS.
For pupils who are on the special needs register, individual education plans and termly reflection profiles reflect the individual needs and next steps for development. Pupils are also targeted to develop their personal, social and emotional well-being. For pupils who are English language learners the ELL continuum allows teachers to target their individual language needs. The inclusion coordinator has developed new IEP/IBP templates, meets with classroom teachers monthly to review SEN goals and keeps all stakeholders informed and involved.
Students with SEN needs perform very well in Numeracy and Literacy. Most students exceed IEP target expectations, highlighting the outstanding impact of our support systems. (See the Think Tank Register and DSIB reports.)
Yes it does. We currently provide outstanding programmes of learning for children in KG to Year 6. We are able to support some identified children with associated learning needs. We currently support children with low degrees of; ADHD, Dyslexia, Autisim, Downs Syndrome and Global Learning Delay. Each child is individually assessed and accepted on a case by case basis. As we are a mainstreamed school we need to carefully ensure that we can meet the needs of all children entering and that they can effectively access our curriculum.
Yes we do. We currently have several parents groups in operation. These include:
Parent Class Representatives
Arabic Mums Network
Parental Engagement Coordinator: Mrs Linsay Gray, Phone +971 04 343 3266 Email email@example.com
Yes. For information on school tours, induction processes, school vacancies, GEMS opportunities or parental support, please contact: firstname.lastname@example.org
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