📌 Overview

At GEMS Al Khaleej International School we resolutely believe that success stems from exceptional teaching practices, attentive administration, wonderful families and responsible students. We have been bringing out the best in each student since 1992 by promoting a healthy balance between Islamic values, cultural heritage and 21st century learning skills. In order to achieve this we have established a culture of integrity that supports academic success and creates a community of lifelong learners. This, in tandem with a curriculum infused with social justice themes, allows children to develop the skills of global students who are ready for every challenge and opportunity. GEMS Education is committed to providing quality instruction by placing an effective teacher in front of every child, an effective Principal at every school, and effective staff in all roles across the entire organization. AKNS represents a culmination of the innovative ideas and fresh perspectives generated by this philosophy, with its mission being to educate the next generation of international leaders. Whether you are already a part of our school community or you are exploring AKNS for the first time, we trust you find our site enlightening, enjoyable and user-friendly. We also hope the site expresses a little of the essence of the magnificent learning environment fostered by our dedicated teachers and gifted students. Together they make GEMS Al-Khaleej National School the unique and special place it is. The school's enrichment program includes school extra-curricular activities (ECA), that take place during the day or after school on weekly basis. These activities provide opportunities for students to discover their talents and abilities, and to enable students to create and innovate. It is our objective to encourage balanced, holistic development in addition to a sense of healthy competition and team spirit. Students' life skills are also improved through helping them to develop balanced personalities together with physical fitness. Summary of KHDA Inspection Al Khaleej National School was inspected by DSIB from 18 to 23 March 2017. The overall quality of education provided by the school is acceptable. The section below summarises the inspection findings for each of the six performance indicators described in the framework. · Student achievement in Arabic and Islamic education is acceptable, except in Arabic as a first language in the elementary school, where progress is good. Students have good achievement in science in each phase. In English and mathematics, KG children have good achievement, but in other phases, achievement is mainly acceptable. KG children are enthusiastic, curious learners. Students' learning skills in elementary and middle phases are less strong, and are affected by below age-level reading skills. · The attitudes and behaviour of most students contributes to a positive learning environment. While some students do very well, there are exceptions where behaviour needs improvement. On the whole, students understand the needs and differences of others and relate well to students from different cultures. Understanding of Islamic values is outstanding across the school. Groups of students promote environmental understanding amongst their peers. · Steps to improve the quality of teaching has had some success. Teachers work to adjust their teaching styles to the skills and practices required by the US curriculum. Efforts are being made in the development of assessment processes, and in better informing teachers, students and parents as to the progress, and next steps required, for each student. · The KG curriculum includes integration of subjects in an active learning environment. In the other phases, there is improvement in the implementation of the curriculum. Some cross curricular links take place, there are some aspects of the curriculum that allow student choice, and teachers are improving their adaptation of the curriculum for different learners. · Provision for health and safety throughout the school is good. Teachers and students are aware of protection policies and procedures. The facilities are regularly maintained and kept safe. There are no elevators for students with disabilities, and temporary alternative arrangements are made. Attendance and punctuality is not consistently at the expected level. Students with special educational needs and disabilities have improved support this year. · The leadership of the school is strong, with clear direction and measured steps towards realistic goals set by the principal (Superintendent). The professional development and teacher evaluation systems match the school needs. Improvements towards having a well-qualified teaching faculty, proficient in English, are in process. Changes to SEND and KG staffing are benefiting student achievement. School’s strengths · The teaching of science is effective across all phases. · The KG learning environment supports good outcomes in children’s achievements and personal development. · There are sound assessment systems in place and data is used to adjust curriculum and teaching. · Leadership is clear and purposeful. · Governors are involved, informed and supportive.... more