PRA-GEMS Founders School - Dubai-PO Box 390498-06/Nov/2025

The school has worked hard to demonstrate the impact of changes made to ensure that everyone has subscribed to the school-wide focus on resilience, and it is promoted well. The evidence provided shows pupils in particular notice the effects of resilience-building measures and their feedback shows how they have understood that resilience has supported them in their development. PASS data shows stable and improving student confidence and preparedness for learning across all year groups. Pupils report they feel more confident to overcome setbacks and improve, indicating strong clarity and self-awareness as key indicators of a resilient learner.

All teaching staff received HPL training, which focused on embedding resilience vocabulary in feedback, teaching and learning dialogues. Middle leaders reinforced this through professional development sessions, coaching conversations and instructional walkthroughs. This has ensured that the language of resilience is not just present; it is consistently applied across lessons, phases, and feedback systems. PASS data shows stable and improving student confidence and preparedness for learning across all year groups. Pupils report that they believe their teachers are supporting their learning, reflecting a supportive, emotionally safe learning environment that fosters persistence and growth.

The impact data shows that the incidence of concerning digital behaviour has decreased markedly over the past year. Pupil feedback about improving digital resilience has been positive, stating that their awareness has been raised and they know where to find and access support if needed. Their ‘positive’ behaviour online has improved too.

Pupil voice has reported that the majority of pupils know who to speak to if they have a worry or problem; likewise, most pupils feel supported by emotional regulation systems like emotional buddies and peer support provided by the school. The school has invested in a number of dedicated emotional regulation spaces across phases and these areas enable pupils to practise self-regulation techniques.

Because pupils in this school do not have many opportunities to practise their financial capability in real life, the school has taken significant steps to provide them with the mechanisms to rehearse and learn. The Adam Burfield Enterprise Award has enabled pupils to develop innovative business solutions and apply their understanding of budgeting, marketing, and social impact. This experience fosters teamwork, creativity, and entrepreneurial thinking, all while building financial awareness.

The school creates opportunities for pupils to step out of their comfort zones, take calculated risks, and build resilience through real-world experiences and new challenges. Pupil surveys demonstrate how they appreciate these opportunities and notice how enriching practice enhances their resilience. This is something that the school continues to develop year on year.

The pupils’ feedback demonstrates some understanding of a growth mindset and, importantly, the enjoy learning and actively participating in lessons; most pupils report they understand what they are learning and how to improve. The growth mindset approach embedded through the school’s teaching practices, learning culture and feedback systems.

Staff training has enabled an awareness of how to develop healthy relationships across the school, with staff reporting that it has had a positive effect on the learning environment in general. Positive learning culture is promoted and celebrated throughout. Staff training in restorative practices ensures a proactive approach to behaviour management, fostering mutual respect and personal responsibility among pupils, and this is demonstrated in high standards of positive behaviour in school.