GEMS Jumeirah College celebrates IQM International Inclusive School Award

September 22, 2026

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GEMS Jumeirah College in Dubai has been recognised with the IQM International Inclusive School Award, celebrating the significant progress it has made on its inclusion journey. Inclusive practice is embedded across the school community, curriculum, teaching and learning, and opportunities beyond the classroom.

An inclusive school community

Jumeirah College Dubai (JC) has been on an inclusion journey that has seen it become fully immersed in the values and ideals of inclusive practice. Discussions with the School Leadership Team (SLT) highlighted their passion, commitment and dedication to ensuring the schools vision, mission and strategic direction embody inclusive values.

JC values are embedded within the school community and not only are they visible throughout the school environment, but they are celebrated in lessons, assemblies, extracurricular activities, and opportunities for students to showcase them. The school values of ‘Kindness, Resilience, Integrity, Positivity, Respect and Gratitude’ are reflected throughout the school community.

The introduction of ‘Breaking Barriers’ was introduced this year as a special category to capture and highlight the achievements of even more students especially those with special needs. JC’s vision and values have built a supportive, collaborative community focused on wellbeing and belonging.

A curriculum for diverse learners

The curriculum at JC is constantly evolving to meet the needs of its diverse learners, underpinned by the school’s core values and reflecting its ethos of inclusivity. There are multiple pathways for students as they transition from KS3 to KS4 with regular option events for students and parents.

Students typically take 9 GCSEs in Year 10, but the curriculum is adjusted to meet individual needs. Some KS4 and 5 students have personalised pathways, reducing their GCSEs and Sixth Form courses to lower cognitive load and focus on core subjects like English, maths, and science. The SFL department begins assessing SEND students in Year 7, consulting parents to design appropriate academic programs.

The curriculum at JC is now fully inclusive, in recent years the school has not only redesigned and enhanced its offer but extended it to include more practical subjects that provide a more hands on and experiential approach to learning, which has been the preference of some learners. The addition of subjects such as Robotics and Food Science has provided a wider range of options for all students, especially SEND.

JC has not been content with just offering BTECs at KS5 but also has developed an Alternative Pathway for its Wave 3 students with significant neurodiverse needs. These students can complete the Award Scheme Development and Accreditation Network (ASDAN) and Life skills tailored to their needs and provides them with personal, social and work-related programmes.

Inclusive teaching and learning

JC consistently maintains high standards in teaching and learning, supported by experienced staff. The school fosters collaboration and sharing best practices. Through the Teach Like a GEM (TLAG) framework, teachers have autonomy to try new experiential methods that boost student engagement and progress.

Within the TLAG lesson structure are the Rosenshines Principles of Instruction. Teachers use the ‘I do, We do, You do’ model as well as a range of pedagogical practices which allow for differentiation, modelling and targeted support for SEND students.

The deployment of support staff is carefully planned with teaching staff and the SFL team to ensure all students access learning, experience high quality teaching and develop independent skills. Targeted intervention takes place in and out of the classroom.

Lessons with SEND students especially during intervention sessions use a variety of multi-sensory resources and a range to teaching techniques such as visuals, manipulatives and effective questioning which support their needs and allow them to engage with learning.

Learning walks showed that teachers maintain high expectations and all classrooms are calm but active, inviting, and flexible. SEND students benefit from dynamic environments, opportunities for group or 1:1 work, and clear, consistent routines that promote safety and participation. JC stands out for its effective teaching strategies and inclusive learning spaces, particularly for SEND learners.

Students at the heart of inclusion

There are incredible opportunities for every learner at JC, especially those with neurodivergent conditions to take part in residential trips and work experience activities that help to build their practical skills. They can take part in lifeguard, PADI, and first aid training providing career-focused benefits.

The school offers a huge range of extracurricular activities and leadership opportunities such as Peer Mentoring, involving student leaders working with neurodivergent students in the Zayed Room.

Special recognition goes to JC’s Student Inclusion Committee, made up of neurodivergent students from all Key Stages. They confidently promote inclusivity within their school and beyond, working to dispel stigma around neurodiverse conditions, one student has even recorded a song called ‘Assume’. Their advocacy makes them true role models for their peers.

Find Out More About IQM

If your school is interested in achieving the IQM Inclusive School Award, contact the IQM team on 028 7127 7857 or email admin@iqmaward.com.

To find out more about IQM and request a free information pack, visit www.iqmaward.com.