GEMS School of Research and Innovation

The GEMS School of Research and Innovation is located in Dubai Sports City, Dubai, United Arab Emirates. It sits within the Dubai Sports City development, a neighbourhood known for its sports facilities and residential communities. The campus is a purpose-built site designed to support its focus on research, innovation, and future-ready learning. The school opened in August 2025.

Initial year groups run from Foundation/Pre-Prep through Year 6. Year 7–Year 13 are planned for addition in subsequent academic years.

Private, co-educational school. The school operates within the GEMS Education network and follows a British curriculum framework.

Public materials for SRI do not publish specific on-site SEN provisions. The GEMS Education network provides a Children's Services program that covers SEN, EAL, wellbeing, and related supports across its schools; families should contact the school for current on-site provisions.

The curriculum is the English National Curriculum (British Curriculum), linking the school to the United Kingdom.

There is no explicit religious affiliation published for the school; it follows a secular, values-led British curriculum framework.

The teaching day runs from 7:30 to 16:30, with the campus typically open from 08:00 for student arrival. Breaks and lunch arrangements are not publicly detailed in the core materials.

Transport is provided through private bus providers; the school coordinates routes via its transport team. Area coverage includes Dubai Sports City and surrounding communities, with typical arrangements handled by external operators (e.g., STS Group in the Gems network).

GEMS School of Research and Innovation follows the National Curriculum for England, with three learning stages: Pre-Prep FS1–Year 4, Prep Year 5–Year 8, and Senior Year 9–Year 13. The Core Curriculum emphasizes English, Mathematics, and Science while also covering Humanities, Arabic, Islamic studies, and Moral Education, with specialist language pathways in French, Spanish, and Mandarin. Digital skills are embedded across learning, including coding, AI, data literacy, and responsible online behaviour, supported by AI-driven personalisation and access to subject specialists. From Year 9 onward, GCSEs are offered across about 35 subjects, with up to 30 A-Levels to support diverse university pathways. In Senior years, elective pathways in innovation and technology are available, with industry partnerships in Computing, Engineering, Design, Enterprise, and Business, alongside sport, arts, and a portfolio-based approach to demonstrate achievements. Wellbeing, character development, and strong parent partnerships are integral to the Pioneer Curriculum, which also features inquiry-driven and real-world learning, research skills, and holistic growth.

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.

1. Initiate contact and learn about SRI. Families can book a one-on-one meeting with an admissions representative to discuss fit and next steps. Information sessions are available to provide an overview, and admissions information can be requested. The admissions process is designed to be clear and supportive.
2. Tours and visits. The School Tours program offers Pre-Prep visits (FS1 to Year 4) on Tuesdays and Prep visits (Year 5 to Year 8) on Thursdays during term time. Visiting provides a firsthand view of learning spaces and facilities. You can book a tour through the admissions pathway.
3. Application and enrollment. Submit an enrolment application to begin the journey; the site provides an enrollment invitation and encourages you to start the process. Year groups from Year 9 to Year 13 will be introduced in future academic years.
4. Fees and confirmation. Tuition is published by year group: FS1–FS2 116,000 AED; Year 1–4 134,000 AED; Year 5–6 152,000 AED; Year 7–9 161,000 AED; Year 10–11 197,000 AED; Year 12–13 206,000 AED. The enrollment invitation and fee details are presented on the admissions and information pages.