GEMS First Point School receives International Inclusive School Award

November 24, 2025

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Proudly representing a diverse student body of over 40 nationalities, GEMS First Point School (FPS) is a vibrant international school located in the heart of Dubai. There are currently around 2043 students on roll, of whom 51% are male and 49% female, and 188 students are identified as Students of Determination. By putting inclusion front and centre, GEMS FPS ensures that students needs are met through personalised learning pathways and comprehensive support. The school’s Leadership Team is deeply invested in promoting inclusive education practices that nurture the holistic development of learners, cultivating their academic, social, and emotional growth. Inclusion is everyone’s responsibility – ethos and culture are deeply rooted in inclusion, and every stakeholder is aware of how they can help to build a more welcoming environment. Inclusion staff demonstrate a forward-thinking mindset, continually reflecting on how to evolve and enhance inclusive provision. This commitment to growth prevents complacency, keeping inclusive practice responsive to changes in cohort demographics and the growing staff team. Staff and students alike are encouraged to develop and improve continuously, and are always reminded that every voice matters.

Working together for positive outcomes

Over the past couple of years, the school has undergone significant positive changes, particularly in its approach to inclusion. The school benefits from strong leadership in inclusion, and this dedication empowers every member of staff to raise their goals and aspirations surrounding inclusion. Central to this success is the Head of Inclusion, whose leadership has been nothing short of transformative. A beacon of inclusivity, the Head of Inclusion has led an inspiring journey that has instilled confidence across the entire school community. In her current, more strategic role across both the Primary and Secondary schools, her leadership will secure better outcomes for Students of Determination as the inclusive practice is embedded school wide. She is always visible and proactive in her approach, having built the Inclusion Hub from scratch and significantly expanded the provision over the past two years, a real strength of the school’s offering. This is underpinned by the strength of the wider Inclusion Team, who meticulously plan the comprehensive support for students with additional needs. Their readiness to adapt and accommodate to the evolving needs of the student cohort reinforces the collaborative ethos that permeates the school culture. Joined by an effective team of Special Educational Needs (SEN) Teachers, LSAs, and Therapists, they work under clear systems established through close collaboration with the Head of Inclusion. Weekly planning and review meetings ensure alignment with the School Development Plan (SDP). The Head of Inclusion is described by staff as a key driver of change, “leading from a place of compassion.”

Building trust and supportive spaces

There is a strong understanding of the importance of creating a space that is inclusive and welcoming for every learner, where they can feel valued and supported. There is a strong sense of trust and care between staff, students, and parents, often referred to as a genuine strength. Staff members believe that “everyone wants the best for the children,” highlighting the collaborative culture that underpins inclusion across the setting. Leaders, teachers, and support staff are united in the belief that education should be adapted to the child – not the other way around. As one Senior Leader shared, “we don’t want children to change; we adapt the provision to suit them.”

The Inclusion Hub, acknowledged as a ‘gem’ within the school, offers an exemplary physical space equipped with outstanding resources that holistically support students’ wellbeing. It serves as a central resource that provides specialist support and promotes a sense of community and reassurance among students. This dedicated space complements the sensory room, which offers a calming environment where students can regulate and re-engage positively with their learning. These practical facilities are illustrative of the school’s commitment to adapting physical and emotional learning environments to enhance access and participation for all students. Its careful design provides a safe haven for students throughout the day as well as breakout rooms for students to access their targeted support.

Personalisation for every learner

Learning Support Assistants (LSAs) play a vital role in the daily implementation of inclusive policies, working closely with individual students to offer consistent, tailored support. They work alongside the Inclusion Team to create a strong sense of trust and emotional safety amongst the students and parents alike. The approach to inclusion goes beyond simple accommodation; the systems created actively support students in meeting their own goals through bespoke plans. These plans are developed collaboratively, ensuring students’ targets are understood and pursued with tailored interventions. Personalisation plays a key role across the school, as seen in the use of detailed Pupil Passports and Individual Education Plans (IEPs). This ensures that staff are aware of each learner’s requirements, preferences, and progress targets. The school’s personalised curriculum pathways also contribute significantly to overall engagement and achievement levels, carefully matching the curriculum to individual strengths and challenges. There is a clear child-centred and outcome-focused approach across the school community.

Embrace diverse needs

Inclusion is part of every aspect of life at GEMS FPS. Students are proud ambassadors of inclusion, and always support each other in endeavours and challenges. They are taught to embrace each other’s diverse needs, and to build a community where everyone can feel a sense of belonging. They see the importance of engaging with the school’s inclusive vision, and are proud to contribute to school life. Holistic care is important and valued by all stakeholders, evidenced in the rigorous assessment frameworks, prioritisation of wellbeing, and extensive mental health support mechanisms. Initiatives such as the student ‘Wellbeing Warriors’ and ‘Friendship Fixers’ alongside trained Counsellors and Mental Health First Aid (MHFA) practitioners provide multiple layers of nurturing care.

Inclusion is not just for a select few at GEMS First Point School – everyone can enjoy its benefits and contribute to its success. Guided by a passionate staff, students are able to look up to positive role models around the school, and build a learning environment that supports every need and leaves no learner behind.