Summary
Taaleem is seeking an Assistant Headteacher for Early Years and Pre-Prep at Harrow International School Dubai for AY 27/28. The role leads provision from EYFS to Year 2, including curriculum implementation, teaching and assessment, transitions, parent partnerships, staff development and safeguarding. Applicants need a degree and UK PGCE or another teaching qualification conferring Qualified Teacher Status, at least 3 years of successful leadership experience, and teaching and leadership experience in EYFS and Pre-Prep. Appointment is subject to enhanced child protection screening and satisfactory references.
The posting
As published on taaleem.ae. Pulled from the employer's site and shown as they wrote it.
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 Assistant Headteacher (Early Years and Pre - Prep) will provide strategic and operational leadership of provision from EYFS to Year 2. Reporting to the Head of Junior School, the post-holder will secure high standards of curriculum, teaching, learning and care, and lead the continuing development of this phase as Harrow Dubai grows.
The post-holder will line-manage EYFS to Year 2 staff and establish a coherent educational experience that respects early childhood development while preparing pupils confidently for subsequent learning. Particular priorities will include language and communication, early literacy and mathematics, purposeful play, independence, and effective transitions into school, between year groups and into Year 3.
Working within the curriculum and assessment framework established by the Assistant Headteacher responsible for Curriculum and Assessment, the post-holder will lead its phase-specific implementation, evaluation and improvement. They will model Harrow’s values of Courage, Honour, Humility and Fellowship, build strong partnerships with parents, and contribute fully to the leadership and wider life of the Junior School.
Key Relationships: Head Master, Head of Junior School, Junior School Leadership Team, Assistant Headteacher responsible for Curriculum and Assessment, Assistant Headteacher responsible for Pastoral, phase and subject leaders, Beaks, Learning Assistants, inclusion staff, Admissions, pupils and parents.
Key Accountabilities
Strategic Leadership and Phase Development
- Lead the strategic development of EYFS and Pre-Prep, establishing ambitious priorities, measurable success criteria and a clear improvement plan aligned with the School Improvement Plan.
Oversee daily organisation across EYFS to Year 2, ensuring consistent routines, effective deployment of staff and Learning Assistants, and high standards of care and learning.
Evaluate provision through first-hand evidence, pupil learning, staff reflection and parent feedback; report progress and priorities to the Head of Junior School.
Plan for growth in pupil numbers, staffing and resources, advising on learning environments, indoor and outdoor provision, and developmentally appropriate facilities.
Curriculum and Assessment
Lead a broad, balanced and progressive curriculum across EYFS to Year 2, drawing on the EYFS framework and the National Curriculum for England, alongside applicable UAE requirements and school expectations.
Ensure continuity between EYFS and Pre-Prep, balancing child-initiated learning, purposeful play and carefully sequenced adult-led teaching as pupils develop.
Secure strong foundations in communication and language, systematic phonics, early reading, writing and mathematics, alongside physical, personal, social and emotional development.
Work with subject leaders, including Arabic and Islamic Education, to ensure specialist provision connects appropriately with pupils’ developmental needs and wider learning.
Lead age-appropriate observation, assessment, moderation and reporting within the agreed school framework; use evidence to identify needs, evaluate progress and improve teaching without unnecessary recording.
Ensure assessment at entry and key transition points informs planning and support, with prompt action for pupils who need additional help or greater challenge.
Teaching and Learning
Set clear expectations for excellent practice across EYFS to Year 2, including positive interactions, effective modelling, skilful questioning and responsive teaching.
Monitor learning through visits, observations, pupils’ work and discussions, adapting the approach to the age of pupils; provide constructive feedback, coaching and follow-up.
Develop engaging, language-rich learning environments and effective use of resources, supporting curiosity, sustained attention, collaboration and increasing independence.
Promote evidence-informed practice and ensure the needs of pupils with SEND, pupils learning English as an additional language, and pupils requiring further challenge are addressed in everyday teaching.
Transitions and Parent Partnerships
Lead a coherent transition programme covering entry from home and nursery, movement between year groups, EYFS to Year 1, and Year 2 to Year 3.
Work with Admissions, families and previous settings to understand each pupil’s needs, coordinate induction and settling-in arrangements, and establish a positive start.
Ensure receiving staff have useful information about learning, development, wellbeing and support needs; review the effectiveness of transitions after pupils have moved.
Work with Year 3 staff and academic leaders to align expectations, curriculum and support so that pupils are well prepared for the Prep School.
Build trusting relationships with parents through clear communication, workshops and practical guidance on early development, reading, learning at home and school routines.
Staff Leadership and Professional Development
Line-manage EYFS to Year 2 staff, including relevant phase or year leaders, Beaks and Learning Assistants in accordance with the agreed staffing structure.
Set clear professional expectations and lead appraisal, coaching and development for directly managed staff, recognising strengths and addressing areas for improvement.
Lead professional learning in early childhood development, EYFS and Pre-Prep pedagogy, effective assessment and transitions; create opportunities to observe and share successful practice.
Ensure Learning Assistants are effectively briefed, trained and deployed to support learning and independence, and contribute to the induction of new staff.
Safeguarding Wellbeing and Inclusion
Maintain a safe, nurturing and inclusive phase, working closely with the safeguarding team, Pastoral leader and inclusion staff to identify and respond promptly to concerns.
Ensure phase practice reflects the particular safeguarding and care needs of young children, including supervision, collection arrangements, intimate care and safe learning environments.
Promote positive behaviour, emotional regulation, attendance and belonging through age-appropriate routines and consistent relationships, aligned with school policy.
Contribute phase evidence to self-evaluation and review, and manage delegated resources and budgets responsibly within agreed approval arrangements.
Shared Leadership and Professional Responsibilities
Contribute to strategic planning, self-evaluation, improvement and daily leadership as a member of the Junior School Leadership Team; deputise for the Head of Junior School when delegated.
Undertake a teaching commitment appropriate to the role, modelling high standards of teaching, pastoral care and professional conduct.
Support recruitment, induction, appraisal and professional development within the role, following safer recruitment requirements and school procedures.
Maintain accurate records, communicate professionally, uphold confidentiality and use pupil information responsibly.
Undertake other reasonable duties appropriate to an Assistant Headteacher, as agreed with the Head of Junior School.
Skills Description
Essential Requirements
Appropriate degree and a UK PGCE or other teaching qualification conferring Qualified Teacher Status.
At least three years of successful leadership experience, with evidence of leading staff and securing sustained improvement.
Successful teaching and leadership experience in EYFS and the Pre-Prep school, with secure knowledge of early childhood development, the EYFS framework and the National Curriculum for England.
Evidence of improving teaching, curriculum, early literacy and mathematics, assessment and transitions, and of building effective partnerships with parents.
A proven commitment to safeguarding children and a sound understanding of child protection responsibilities and procedures.
Successful completion of all required pre-employment and child protection checks, including appropriate police and overseas checks, an International Child Protection Check where applicable, verified qualifications and satisfactory references.
Desirable Characteristics
Experience of leading phase development or growth in a British independent or international school.
Further relevant leadership or early childhood qualifications; strong coaching skills, cultural sensitivity and a collaborative approach.
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.