GEMS Metropole School – Al Waha receives International Inclusive School Award

November 24, 2025

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Right in the heart of Dubai’s Al Waha community, GEMS Metropole School accommodates a culturally diverse student body of around 1600 learners. Opened in September 2023, the school proudly represents over 85 nationalities, 10% of learners receive English Language support, and 22% of students on roll are on the Inclusion Register. The school’s approach to education is aligned with the Ministry of Education’s mandates, incorporating Arabic, Islamic Studies, Moral Education, and Social Studies into its curriculum. During a recent support visit, Dubai’s education inspectorate, Knowledge and Human Development Authority (KHDA), recognised GEMS (Metropole School) MTW’s inclusive provision as a key strength.

Positive reward schemes

The school’s values of “Curiosity, Confidence, Creativity, Respect and Kindness,” permeate daily interactions and expectations, through exemplary pastoral care systems and positive reward schemes that recognise students’ achievements and personal growth. Not only is academic excellent celebrated – kindness and effort are rewarded alongside clear behavioural expectations. With inclusion underpinning daily life, students are encouraged and motivated by their surroundings to embody the school’s ethos and develop holistically as responsible, empathetic individuals.

Inclusion is a whole-school responsibility

The school’s inclusive vision is brought to life by a passionate and visible Leadership Team. Both the Principal and the Head of Inclusion play pivotal roles in shaping and sustaining a culture where inclusion is recognised as a fundamental, school-wide priority rather than a peripheral initiative. Their strategic oversight ensures that inclusion permeates every aspect of the school’s ethos and practices, benefiting all students, including those with Special Educational Needs and Disabilities (SEND) and English Language Learners (ELL).  At MTW, inclusion is a whole-school responsibility. The Executive Leadership Team uses clear communication and ongoing CPD to give staff the opportunity to engage with current inclusive pedagogies and strategies. Effective teamwork among teaching staff, Learning Support Assistants (LSAs), and parents promotes an atmosphere of trust and mutual empowerment. This cooperative approach ensures that the diverse needs of all learners are understood and addressed comprehensively, promoting continuous improvement across the school’s provision. Staff feel the benefits of an inclusive working environment, through staff ‘wellbeing buddies’ and a strict ‘no email after 5pm’ policy, therefore allowing them to lead by example. This sustainable environment allows for continuous improvement and development, as well as clearly demonstrating the school’s commitment to the welfare of both students and staff.

Wide range of learning resources

The curriculum at GEMS MTW is carefully designed so that it can be adapted to meet the diverse needs of its learners. This personalised approach ensures that all students access the learning content meaningfully while benefiting from tailored support strategies that address their individual strengths and challenges. The curriculum’s design promotes coherence and continuity across year groups, encouraging deeper engagement and cross-curricular connections. Individualized learning experiences enables students to engage with their learning meaningfully, with teachers adapting their instruction through differentiated tasks, scaffolding, and clear learning objectives to ensure learners can progress at their own pace. Learning spaces are engaging and stimulating, with a wide range of visual aids, tactile materials, audio supports, and adaptive devices that cater to different learning preferences and needs. Structured lesson planning incorporates these tools seamlessly, enabling students to access content through multiple means. This approach also promotes motivation and independence by offering varied entry points into learning.

SOD included in school community

Students of Determination (SOD) receive an excellent education at MTW, with a strong emphasis on the foundational skills in physical education, music and art, which play a crucial role in supporting their access to mainstream learning through multi-sensory experiences. They receive the same support and encouragement in cognitive and social-emotional growth as their peers, and are truly included within the whole school community.

Robust assessment framework

A robust and comprehensive assessment framework underpins the school’s commitment to personalised and inclusive education. A multidimensional overview enables staff to identify learning needs, strengths, and potential barriers, ensuring timely and relevant support is provided. Personalised targets allow tailored goals that are unique to students’ academic profile, therefore allowing for quick identification and interventions. Specialist screening tools, such as dyslexia screeners, detect specific learning difficulties early, and allow staff to build a learning environment that delivers an equitable learning experience for all. This is complemented by multidisciplinary input involving Educational Psychologists, Speech and Language Therapists (SALT), and other specialists. It is clear that no need is too great for the staff at MTW – every leaner is provided for, and every milestone is celebrated.

Developing the ‘whole child’

Enrichment and extracurricular activities are accessible to all learners and encourage the development of the ‘whole child’. Children are encouraged to be creative, curious, and to think independently beyond the standard curriculum, improving motivation and self-confidence amongst students. Students are actively encouraged to nurture talents and interests alongside their studies, allowing them to build bonds with fellow students and further promote a sense of belonging within the school community.

Collaborative spirit

MTW also encourages students to think about their local and global community. The school actively engages with other schools and community organisations, encouraging a collaborative spirit that benefits students and staff alike. Staff in particular note the benefits of pooling and strategic development to strengthen inclusion practices across the broader educational landscape. All stakeholders play a key role in the school’s inclusive vision.

Overall, GEMS Metropole School – Al Waha stands out as a school deeply committed to inclusive education through its strategic leadership, comprehensive curriculum, and strong community relationships.