IQM International Inclusive School Status for GEMS Founders School Masdar City

September 3, 2025

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From its opening in September 2024, GEMS Founders School (GFA) Masdar City has shown an unwavering commitment to inclusion for its students and staff alike. The school is proud of its thriving and diverse learning community; there are 84 nationalities within the school community, 30% of students are Emirati and 90% of students speak English as an additional language. The Principal and all stakeholders are committed to offering a ‘unique educational experience through sustainability, innovation and global stewardship’, ensuring that inclusion underpins all decision making and subject delivery.

The Principal has been a driving force in ensuring that inclusion is ‘lived and breathed’ in the new school from the very first day. From carrying furniture into the new school building together, to individual introductions and catch ups, the Principal and SLT have worked hard to ensure every member of the team, including those employed by external organisations, feels supported and uplifted at GFA. With over 60 staff from across the world, the school guarantees all members of the school community are welcomed into its inclusive vision, by providing tours around Abu Dhabi, training on the English National curriculum, and sharing meals together. This commitment is realised in the enthusiasm of the staff, describing it “Like my second home, like my family.” There is also a monthly wellbeing offering to support staff holistically, from Pilates to painting, as well as Thursday coffee times to celebrate the week.

In the same way trust and respect were built with staff, the Principal was keen to do the same for GFA’s students, noting that “If we don’t have it right from the start, it’s very difficult to fix it.” The school’s inclusive vision is underpinned by its core values of Kindness, Honesty, Integrity and Respect, allowing students to build skills for school and beyond, that embody inclusive values. These values are carefully woven throughout school life, so every student can access and engage with them during their learning; the Assistant Head of Secondary states that “Values are everywhere, not just on the walls.” The Head of Inclusion helps to nurture inclusive practice within the school, providing training on inclusive approaches in the classroom from the very beginning. The Corporate Head of Inclusion, along with other staff members, are quick to praise the determination of the school’s IQM Lead to help every student achieve their full potential, and see their talents uplifted and celebrated within the GFA community.

The school’s ambitious curriculum encourages students to think about issues that affect both their global and local communities, with a focus on sustainability. The school proudly celebrates its national identity, with the national anthem played daily in assembly and a passage from the Quran recited by a student, alongside celebrations for Muslim festivals including dance and poetry. Students are deeply appreciative of the excellent curriculum and learning spaces on offer at GFA. The Head Girl praises the high levels of diversity at the school and notes that “The school really cares about each individual.” As a result, she has “learned to push [herself] further”, a shining example of the impact of an inclusive education. Academic excellence is not the sole focus of life at GFA; students can access excellent emotional and mental health support, with strict policies surrounding bullying. The Director of Innovation and Sustainability told our assessor that the school’s recognition of a wide range of hobbies and interests encourages students to step out of their comfort zones and engage with new opportunities.

Inclusion plays an important role in teaching strategies at the school. The IQM Lead hosts regular curriculum planning meetings with teaching staff, ensuring that inclusion is always at the centre of pedagogical approaches. Using Quality First Teaching approaches, staff are encouraged to create inclusive classrooms that build confidence and support all learners. Every student is encouraged to embrace challenge and find new ways to develop skills and talents. Learning Buddies are actively encouraged to provide support for their peers in classes, allowing every student to feel like they can assist and contribute to class learning. Reading and oracy are key priorities, due in part to the large number of EAL students, with phonics and whole class reading a part of daily life at the school. To ensure every learner is included in the school’s literacy focus, Drop Everything and Read (DEAR) time has been introduced to instill a love of reading. Clear policies are in place across the school to ensure they are fully compliant with the UAE Ministry of Education expectations, including lessons in Arabic and Moral Education. This is aided by a knowledgeable governing body which attends events and national days to support and challenge the school. All staff have received at least Level 1 Safeguarding training, with posts around the school to ensure everyone knows who to speak to about any concerns.

The school’s Inclusion Room is a shining example of how carefully planned provision can provide a safe, quiet, and welcoming space for all learners. Sensory boards and a sensory circuit are on offer to all students, but the IQM Lead is particularly passionate about providing tailored resources to match the needs of each student. Activities are labelled to encourage independence, and photos of students succeeding are displayed around the school, so everyone can celebrate their success. Indeed, the school is committed to making the whole building feel like a calm and welcoming space. Plants are placed around the school to enhance wellbeing, and the school values are clearly displayed throughout. The Parent Café allows the wider school community to feel involved and welcome at GFA. Situated in the heart of the school, it provides a relaxing space for parents to meet with staff and learn more about their child’s learning. Parents value the opportunity to meet with teachers and have their questions answered. The newly established Parent Progressive Partnership has allowed discussions to take place around strengthening home school provision and nurturing student success. One parent aptly summed up the GFA experience: “They are not just a number in school, they are not lost in the system.”

GEMS Founders School (GFA) Masdar City has proved that inclusion can be woven effectively into a school at any stage in its journey, whether that school has been long established or newly opened. The Principal is keenly aware of the fact that every parent, staff member, and child, has taken a ‘leap of faith’ in choosing to attend GFA. With continuous feedback from parents and students alike, the school is eager to learn and improve, with the children at the heart of everything they do. The Principal’s belief in making GFA a ‘beacon of inclusivity’ shines brightly in its enthusiastic and confident students, who are ready to learn in a school that uplifts and supports them every single day.