نائب رئيس المدرسة للمرحلة الابتدائية

Job Headline

As part of our continued expansion, Harrow International School Dubai is seeking an inspirational and exceptional Deputy Head of Junior School to join the SLT from April 2027.

Job Description

Safeguarding Statement

Taaleem is committed to safeguarding and promoting the welfare of children. We hold ourselves to a high standard of effective practices in relation to child protection and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment.

All successful applicants must be willing to undergo enhanced child protection screening appropriate to the post, including various background checks including, receipt of high-quality references, proof of relevant qualifications, identification and police checks, including overseas checks. No member of staff will be able to start until these checks are complete and this process takes, on average, a month.

Job Purpose

The Deputy Head of Junior School will be the principal deputy to the Head of Junior School, providing strategic and operational leadership across EYFS to Year 8. The post-holder will ensure that priorities are translated into coordinated action and that high standards of education, care and professional practice are sustained as Harrow Dubai grows.

Reporting to the Head of Junior School, the Deputy will line-manage the four Assistant Headteachers responsible for Curriculum and Assessment, Pastoral, Early Years and Key Stage 1, and Co-curricular and Harrow Identity. They will hold these leaders accountable for the quality and impact of their provision, support their development, and ensure coherence across their portfolios. Timetabling will remain the responsibility of the Assistant Headteacher for Curriculum and Assessment.

The Deputy will serve as Designated Safeguarding Lead for the Junior School within the agreed whole-school safeguarding structure. They will coordinate day-to-day educational operations, school self-evaluation and improvement planning, and contribute to recruitment, induction and preparation for additional year groups. In the Head of Junior School’s absence, they will assume delegated responsibility for leadership, decisions and communication, working closely with the Head Master.

A visible and approachable presence, the Deputy will model Courage, Honour, Humility and Fellowship, build the confidence of staff and parents, and uphold the distinctive expectations and traditions of a Harrow education.

Key Relationships: Head of Junior School, Head Master, four Assistant Headteachers, phase and subject leaders, Beaks, Learning Assistants, safeguarding and inclusion staff, Operations, HR, Finance, Admissions, pupils and parents.

Direct Reports: The four Assistant Headteachers and any additional staff designated by the Head of Junior School.

Key Accountabilities

Leadership and Accountability

• Work with the Head of Junior School to set direction, translate strategic priorities into clear plans and ensure implementation across the Junior School.

• Line-manage all four Assistant Headteachers, setting objectives, reviewing evidence of impact, providing support and challenge, and holding them accountable for agreed standards and outcomes.

• Coordinate the work of the leadership team, clarifying responsibilities, resolving competing priorities and ensuring that academic, pastoral, phase and co-curricular provision work together effectively.

• Exercise delegated authority in the Head of Junior School’s absence, make timely decisions within agreed limits, and escalate significant matters to the Head Master.

• Provide clear reports on standards, safeguarding, operational effectiveness and improvement priorities to the Head of Junior School and Head Master, and to governors when required.

School Improvement Quality Assurance and Growth

• Coordinate the Junior School Self-Evaluation Form and monitor delivery of the School Improvement Plan, ensuring accurate judgements, clear ownership and evidence of impact.

• Lead a coherent quality assurance programme with the Assistant Heads, drawing on learning visits, work scrutiny, pupil voice, assessment, wellbeing information and parent feedback.

• Ensure evaluation leads to proportionate action, professional support and timely follow-up; address inconsistency and report concerns that require further intervention.

• Coordinate preparation and evidence for KHDA inspections, Taaleem reviews, Harrow standards reviews and relevant accreditation, working with portfolio leaders.

• Support planning for additional year groups, pupil growth, staffing and leadership capacity; ensure continuity across EYFS to Year 8 and effective preparation for senior school.

Educational Standards and Coherence

• Hold academic and phase leaders accountable for a broad, balanced and progressive curriculum, effective teaching and assessment, and ambitious outcomes for pupils of all abilities.

• Review attainment and progress with the Assistant Headteacher for Curriculum and Assessment; ensure leaders identify gaps, provide appropriate support and challenge, and evaluate their impact.

• Ensure curriculum, assessment and teaching approaches are developmentally appropriate across EYFS, Key Stages 1 and 2, and Years 7 and 8, with effective transitions between phases.

• Support the academic Assistant Headteacher in aligning timetabling with educational priorities and staffing resources, resolving cross-portfolio issues while leaving timetable construction and management within that role.

Staff Leadership and Development

• Lead appraisal and professional development for directly managed leaders; develop leadership capacity and ensure consistent expectations for performance across their teams.

• Coordinate professional learning, coaching and the sharing of effective practice, ensuring priorities arise from evaluation and that improvements are sustained.

• Support safer recruitment, selection and induction with the Head of Junior School and HR, including preparation for growth and new leadership appointments.

Safeguarding Leadership

• Serve as Designated Safeguarding Lead for the Junior School, taking lead responsibility for child protection systems, case coordination, referrals and follow-up within school policy and the agreed whole-school safeguarding structure.

• Maintain appropriate DSL training and current knowledge; ensure staff understand safeguarding responsibilities, reporting routes and professional boundaries, supported by induction and regular updates.

• Coordinate Deputy Designated Safeguarding Leads, ensuring effective communication, access to safeguarding advice and suitable cover during absence, activities and visits.

• Ensure concerns are recorded securely, assessed promptly and acted on appropriately; maintain oversight of support, referrals and liaison with families, external professionals and relevant authorities.

• Review safeguarding practice, identify themes and improvement needs, and report appropriately to the Head of Junior School, Head Master and designated safeguarding governor or governance lead.

• Ensure concerns or allegations about adults are escalated through the prescribed school procedures to the appropriate senior leader or authority; maintain clear reporting routes where a concern involves a senior colleague.

• Work with pastoral, inclusion, medical and operational colleagues to ensure safeguarding informs daily practice, attendance monitoring, online safety, educational visits and support for vulnerable pupils.

Daily Organisation Resources and Continuity

• Coordinate day-to-day educational operations, including staff cover, deployment, duties, routines and operational communications, working with Assistant Heads and Operations.

• Oversee the effectiveness of these arrangements and resolve operational conflicts; coordinate cover with the academic Assistant Headteacher where timetable adjustments are required.

• Ensure significant pupil incidents receive an appropriate, coordinated response and that decisions, communication and follow-up are recorded and reviewed.

• Support continuity and emergency arrangements with the Head of Junior School and Operations, including staff absence, disruption and changes to normal school routines.

• Monitor delegated budgets and resource plans, ensuring value, appropriate approvals and alignment with school priorities; coordinate educational requirements with Finance and Operations.

• Ensure relevant policies and procedures are understood and implemented consistently; address health, safety and school site concerns with the responsible colleagues.

Parents Pupils and the Wider School

• Build trusting relationships with pupils and parents; oversee escalated concerns and complaints within school procedures, ensuring timely responses and appropriate referral to the Head of Junior School.

• Use pupil, parent and staff feedback to evaluate provision, identify concerns and improve communication and practice.

• Work with the Pastoral and Co-curricular Assistant Heads to connect wellbeing, pupil leadership, House activities, service and Harrow identity within a coherent educational experience.

• Represent the Junior School professionally when delegated, supporting productive relationships with other Harrow schools, community partners and educational organisations.

Professional Responsibilities

• Undertake a teaching commitment appropriate to the role, modelling excellent teaching, pastoral care and professional conduct.

• Contribute actively to school events and wider school life; undertake other reasonable duties appropriate to the role, as agreed with the Head of Junior School.

Skills Description

Essential Requirements

• Appropriate degree and a recognised teaching qualification conferring Qualified Teacher Status.

• Significant successful teaching experience in a primary or junior school and at least three years of leadership experience, including senior responsibility for a substantial area of provision.

• Evidence of leading and holding other leaders accountable, delivering measurable improvement and managing organisational change.

• Secure understanding of the EYFS framework and National Curriculum for England, with the capacity to oversee progression and provision across EYFS to Year 8.

• Experience of school self-evaluation, quality assurance, inspection preparation and the effective use of assessment and other evidence to improve provision.

• Strong safeguarding knowledge and relevant leadership experience, with the ability to fulfil the DSL role and complete required training before assuming its responsibilities.

• Sound judgement and the ability to deputise effectively for the Head of Junior School, including managing complex staffing, pupil and parent matters.

• Successful completion of required pre-employment and child protection screening, including appropriate police and overseas checks, verified qualifications and satisfactory references.

Desirable Characteristics

• Experience in a growing British independent or international school, including leadership across phases or preparation for additional year groups.

• Previous DSL experience, relevant senior leadership qualifications and familiarity with UAE education and Harrow expectations.

School Values and Behaviours

All staff are expected to conduct themselves in line with the school’s values which are: Courage, Honour, Humility and Fellowship. While the School’s values set out what matters most to us, the behaviours below are intended as a shared set of expectations to refer to, and standards to aspire to, in our dealings with others. They are the practical application of our values.

Courage: We remain optimistic and purposeful in a disrupted world. We take responsibility for our decisions, even the hard ones. We always challenge poor behaviour in ourselves and others. We are open to new ideas, and seek fresh challenges.

Honour: We keep our promises. We act with integrity – doing the right thing, even when it is difficult or when no one is watching. We respect and value our traditions whilst setting them in the context of today.

Humility: We work hard to serve others within the School and across our wider communities where possible putting their interests before our own. We give and seek honest and appropriate feedback, reflect on our failures and learn from them. We support each other through challenges and whatever the outcome, we celebrate those that took part.

Fellowship: We respect each other and value our differences, knowing that we are more effective and more resilient working together. We are kind and inclusive; we value the contribution that each of us makes. We role model the behaviours that we would like to see in others; we ask only of others what we would be prepared to do ourselves.

Equality, diversity and inclusion are values that are important to us at Taaleem. We believe in diversity of thought and actively welcome everyone regardless of their background to bring their valuable and relevant skills to our community.

Note: It is an offence to apply for the role if you are barred from engaging in regulated activity relevant to children.