GEMS School of Research and Innovation

GEMS School of Research and Innovation supports social and emotional learning (SEL) through a dedicated wellbeing provision, peer mentoring, mindfulness sessions, and student leadership roles, helping students develop resilience and emotional intelligence. The school emphasises belonging and being seen, heard, and supported within a culture that weaves wellbeing into everyday life. These elements are part of a whole‑school approach to wellbeing, reflected in policies and practices aimed at fostering safe, inclusive, and supportive relationships across the student body. The wellbeing framework is designed to complement academic development by promoting mental, emotional, and social skills alongside classroom learning.

GEMS SRI is described as an inclusive school that serves students with mild learning challenges and is not a specialist SEN institution. The Inclusion Policy specifies the kinds of SEN provided, including communication and interaction needs (such as mild autism spectrum disorders and speech/language difficulties), cognition and learning needs (e.g., dyslexia, dyspraxia), social and emotional needs (e.g., ADHD), and sensory/physical needs (e.g., processing difficulties, epilepsy). Day‑to‑day SEN provision is led by the Director of Inclusion, with School Support or Specialist Teachers overseeing specific supports and Individual Education Plans (IEPs). The policy also details how SEN provision is identified, planned, and reviewed, including classroom differentiation and, if needed, short‑term out‑of‑class support. It also states the school uses an inclusion/co‑teach model to enable access to learning for students with diverse needs.

The Inclusion Policy defines ELL (English Language Learners) as students who are new to learning English or require additional support with English. The policy confirms that English language learners receive appropriate support within the school's provision, including structures for identifying and addressing very limited English proficiency, with out‑of‑class support available when needed. The school emphasizes inclusive teaching approaches, ensuring that ELL students are supported in mainstream classroom settings with targeted strategies as part of SEN/inclusion planning. The policy also indicates that staff provide professional guidance and coordinate with families and external agencies to support students with SEND, including those with language needs.

The Wellbeing Policy sets out a holistic framework for mental, emotional, social, and physical well‑being across the school community, stating that wellbeing and happiness are central to student growth. It promotes a whole‑school approach, with clear roles, responsibilities, and resources to support wellbeing, and it aligns wellbeing practices with safeguarding and health policies. The policy emphasises inclusivity, collaboration among stakeholders, and evidence‑based practices, including dedicated wellbeing lessons, assemblies, and activities. Wellbeing leads and champions coordinate school‑wide initiatives, ensuring that wellbeing is embedded in daily practice and curriculum. The policy also distinguishes wellbeing from mental health, while outlining how both areas are addressed in a coordinated, proactive manner.

The GEMS Safeguarding Policy assigns clear governance and operational responsibilities, including a Designated Safeguarding Lead (DSL) who oversees safeguarding and child protection within the school and ensures staff training and case recording. Staff are trained to document concerns on the Guard safeguarding platform and escalate high‑risk cases to the DSL or Deputy DSL, with the Central Safeguarding Team providing guidance and external referrals as needed. There are dedicated roles such as the Allegations Manager and Deputy, who handle safeguarding allegations against adults and coordinate with HR, with whistleblowing and complaints procedures aligned to safeguarding standards. The policy also covers safer recruitment, safeguarding training, and safeguarding of online safety, as well as procedures for responding to disclosures and protecting students. The policy is effective August 1, 2025, with a planned review date of August 1, 2026.