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Aldar Academies

<div>Aldar Education is currently seeking an outstanding Head of Inclusion for Rabdan Charter School in Abu Dhabi for Academic Year 2026-2027.
Rabdan Charter School is an American Curriculum school in the beautiful city of Abu Dhabi. With our globally recognized and admired curriculum, dedicated and passionate practitioners and outstanding teaching and learning, Rabdan Charter School is a great place to work. It has an exciting, diverse, and progressive learning community that is committed to fulfilling the National Agenda for our Emirati students.
This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group.
The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.
Duties &amp; Responsibilities
Main Duties
<div><div><div><div><div><ul><li>Encourage and promote inclusion across the school at all levels
</li><li>Be an exemplary classroom teacher, supporting and guiding staff on SEN and inclusion to promote high standards of educational achievement
</li><li>Liaise closely with colleagues from other schools, outside agencies and other professionals
</li><li>Line manage staff employed to support children with special needs
</li><li>Maintain accurate records, IEPs and coordinate care plans
</li><li>Review whole school assessment data and conduct assessment to identify priority areas and/or pupils for targeted intervention
</li><li>Plan and deliver a range of programmes of work to support individual needs
</li><li>Provide training within and beyond our school to colleagues and families
</li><li>Provide full induction and training for the school Inclusion team and Inclusion assistants.
</li><li>Undertake co teaching to support class/subject teacher with the delivery of differentiated lessons
</li><li>Contribute to school pastoral committee
</li><li>Participate in the admissions, evaluations, assessments and subsequent transitions of SoD.
</li><li>Support the aims of the school; comply with the requirements of health and safety, other relevant legislation and school policies.
</li><li>Set a good example in terms of dress, punctuality and attendance
</li><li>Undertake other duties from time to time as the Principal /Head of Inclusion requires
 </li></ul></div></div> 
</div></div></div>Specific Duties
<div><div><div><div><div><ul><li>Lead and manage a team
</li><li>Identify, develop and deliver interventions for individuals based on identified needs
</li><li>Provide individual or group instruction where appropriate
</li><li>Deliver training for colleagues and families
</li><li>Liaise with external specialists to inform school-based provision
</li><li>Monitoring work assigned by teacher &ndash; checking and correcting individuals work while in progress
</li><li>Prepare documentation for submission to ADEK or other educational bodies
</li><li>Complete assessments and applications for access arrangements
</li><li>Maintain SEN registers and rigorous data of progress, attainment and provisions
</li><li>Participate in the development of behaviour policy/promoting pupils&rsquo; self-esteem and manage student behaviour in line with the whole school policy
</li></ul>Minimum Qualification:
<ul><li>SEN Qualification (Master&rsquo;s level or external certification on an aspect of SEN)
</li><li>A qualified teacher
</li></ul>Minimum Experience
<ul><li>Minimum of 5 years&rsquo; experience in the field of SEN
</li><li>Previous experience in leading SEN / Learning Support in a primary/secondary school
</li></ul>Job Specific Knowledge &amp; Skills
<ul><li>Evidence of implementing strategic initiatives and impact within a school.
</li><li>Demonstrated expertise in leading a special education or inclusion team.
</li><li>Experience in maintaining accurate and meaningful SEN registers and developing high quality IEPs and intervention plans.
</li><li>Capacity to identify a range of need types and/or development delays
</li><li>Experience in administering standardized assessments to inform provision
</li><li>Delivered a range of specific intervention programmes and be confident in the measures needed to prove effectiveness.
</li><li>Proven capacity to utilize data to monitor and track SoD progress and attainment.</li></ul></div></div></div></div></div></div>

Head - Inclusion - Rabdan Charter School (AY 2026-2027)

Aldar Education

<div>
 
 Job Description
 
 
 
 Aldar Education is currently seeking an outstanding
 
 Head of Inclusion
 
 for Rabdan Charter School in Abu Dhabi for Academic Year 2026-2027.
 
 
 Rabdan Charter School is an American Curriculum school in the beautiful city of Abu Dhabi. With our globally recognized and admired curriculum, dedicated and passionate practitioners and outstanding teaching and learning, Rabdan Charter School is a great place to work. It has an exciting, diverse, and progressive learning community that is committed to fulfilling the National Agenda for our Emirati students.
 
 
 This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group.
 
 
 The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.
 
 
 
 Duties &amp; Responsibilities
 
 
 
 
 Main Duties
 
 
 
 <ul>
 <li>
 Encourage and promote inclusion across the school at all levels
 </li>
 <li>
 Be an exemplary classroom teacher, supporting and guiding staff on SEN and inclusion to promote high standards of educational achievement
 </li>
 <li>
 Liaise closely with colleagues from other schools, outside agencies and other professionals
 </li>
 <li>
 Line manage staff employed to support children with special needs
 </li>
 <li>
 Maintain accurate records, IEPs and coordinate care plans
 </li>
 <li>
 Review whole school assessment data and conduct assessment to identify priority areas and/or pupils for targeted intervention
 </li>
 <li>
 Plan and deliver a range of programmes of work to support individual needs
 </li>
 <li>
 Provide training within and beyond our school to colleagues and families
 </li>
 <li>
 Provide full induction and training for the school Inclusion team and Inclusion assistants.
 </li>
 <li>
 Undertake co teaching to support class/subject teacher with the delivery of differentiated lessons
 </li>
 <li>
 Contribute to school pastoral committee
 </li>
 <li>
 Participate in the admissions, evaluations, assessments and subsequent transitions of SoD.
 </li>
 <li>
 Support the aims of the school; comply with the requirements of health and safety, other relevant legislation and school policies.
 </li>
 <li>
 Set a good example in terms of dress, punctuality and attendance
 </li>
 <li>
 Undertake other duties from time to time as the Principal /Head of Inclusion requires
 
 
 
 </li>
 </ul>
 
 Specific Duties
 
 
 
 <ul>
 <li>
 Lead and manage a team
 </li>
 <li>
 Identify, develop and deliver interventions for individuals based on identified needs
 </li>
 <li>
 Provide individual or group instruction where appropriate
 </li>
 <li>
 Deliver training for colleagues and families
 </li>
 <li>
 Liaise with external specialists to inform school-based provision
 </li>
 <li>
 Monitoring work assigned by teacher &ndash; checking and correcting individuals work while in progress
 </li>
 <li>
 Prepare documentation for submission to ADEK or other educational bodies
 </li>
 <li>
 Complete assessments and applications for access arrangements
 </li>
 <li>
 Maintain SEN registers and rigorous data of progress, attainment and provisions
 </li>
 <li>
 Participate in the development of behaviour policy/promoting pupils&rsquo; self-esteem and manage student behaviour in line with the whole school policy
 
 
 
 </li>
 </ul>
 
 Minimum Qualification:
 
 
 
 <ul>
 <li>
 SEN Qualification (Master&rsquo;s level or external certification on an aspect of SEN)
 </li>
 <li>
 A qualified teacher
 
 
 
 </li>
 </ul>
 
 Minimum Experience
 
 
 
 <ul>
 <li>
 Minimum of 5 years&rsquo; experience in the field of SEN
 </li>
 <li>
 Previous experience in leading SEN / Learning Support in a primary/secondary school
 
 
 
 </li>
 </ul>
 
 Job Specific Knowledge &amp; Skills
 
 
 
 <ul>
 <li>
 Evidence of implementing strategic initiatives and impact within a school.
 </li>
 <li>
 Demonstrated expertise in leading a special education or inclusion team.
 </li>
 <li>
 Experience in maintaining accurate and meaningful SEN registers and developing high quality IEPs and intervention plans.
 </li>
 <li>
 Capacity to identify a range of need types and/or development delays
 </li>
 <li>
 Experience in administering standardized assessments to inform provision
 </li>
 <li>
 Delivered a range of specific intervention programmes and be confident in the measures needed to prove effectiveness.
 </li>
 <li>
 Proven capacity to utilize data to monitor and track SoD progress and attainment.
 </li>
 </ul>
</div>

<div>
 
 Job Description
 
 
 
 Yas American Academy opened in September 2016 providing high quality education to the Emirate. The children are taught the Massachusetts Common Core Curriculum - tailored to be meaningful to children attending the school, alongside the local curriculum of Arabic, Islamic Studies and Social Studies. Facilities at the school are excellent and include a large astro-turf field, two swimming pools, well stocked library, a large multi-purpose sports hall, an auditorium and outdoor play areas.
 
 
 We provide a warm, friendly and supportive environment where students enjoy learning and achieving in an atmosphere of mutual respect and trust.
 
 
 The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region
 
 
 
 Responsibilities
 
 
 
 <ul>
 <li>
 Assist academy in achieving its overall vision and strategic intentions and to contribute to the achievement of relevant targets as set out in the academy's improvement plan and self-evaluation form
 </li>
 <li>
 Comply with regulations pertaining to health and safety at work legislation and adhere to academy policies relating to safe working practice and equal opportunities regulations
 </li>
 <li>
 Comply with the academy's Performance Management Policy ensuring challenging annual targets are set and to fulfil the role of performance management reviewer if directed to do so by the Principal
 </li>
 <li>
 Engage in annual training linked to child protection, safeguarding and health and safety together with all training.deemed appropriate for the purpose of academy improvement or performance management.
 </li>
 <li>
 Comply with the academy's staff dress code at all times including the wearing of photo ID / lanyard.
 </li>
 <li>
 Comply with the academy's computer Acceptable Use Policy (AUP) at all times.
 </li>
 <li>
 Plan and deliver interventions, across the whole academy.
 </li>
 <li>
 Coordinate in class support for targeted children.
 </li>
 <li>
 Writing and reviewing of IEPs.
 </li>
 <li>
 Implementation of targets.
 </li>
 <li>
 Liaising with teachers and advising.
 </li>
 <li>
 Management of HLTAs, LSAs, SEN teachers and Inclusion Assistants.
 </li>
 <li>
 Responsible for the development of timetables.
 </li>
 <li>
 Regular analysis of data, that will then inform planning and provision.
 </li>
 <li>
 Classroom observation of children and appropriate strategies then disseminated to class/subject teachers.
 </li>
 <li>
 Regular updating of Edukey.
 </li>
 <li>
 Delivering of training to staff.
 </li>
 <li>
 Arrange meetings with parents to support POD children.
 </li>
 <li>
 Work closely with external agencies to support parents of and students with POD.
 </li>
 <li>
 Attending line managements with the Assistant Principal, where key information about students is shared and discussed.
 </li>
 <li>
 Attend Aldar Head of Inclusion meetings.
 </li>
 <li>
 Liaise with the Head of Inclusions across Aldar.
 </li>
 <li>
 Coordination of access arrangements for IGCSE, GCSE, and IB.
 </li>
 <li>
 Maintain efficient and effective control of the Department's resources budget
 </li>
 <li>
 Ensure a safe working and learning environment in which risks are properly assessed and Health and Safety regulations are observed at all times
 </li>
 <li>
 Contribute to the CAS Programme.
 </li>
 <li>
 Undertake duties as part of the staff duty team
 </li>
 <li>
 Cover for absent colleagues and invigilate examinations as required.
 </li>
 <li>
 Provide guidance and advice to pupils on educational and social matters
 </li>
 <li>
 Have a working knowledge of teachers' professional duties and legal liabilities;
 </li>
 <li>
 Operate at all times within the stated policies and practices of the Academy
 </li>
 <li>
 Offer targeted support in both the primary and secondary phases after school (two after school sessions a week) Complete administrative and organizational tasks related to the duties of a class teacher
 </li>
 <li>
 Be prepared to supervise pupils before and after academy and during lunch breaks
 </li>
 <li>
 Have good subject knowledge in both the primary and secondary curriculum in order to enable effective teaching;
 </li>
 <li>
 Establish effective working relationships and set an outstanding example through their presentation and personal and professional conduct;
 </li>
 <li>
 Endeavour to give every child the opportunity to reach their potential and meet high expectations;
 </li>
 <li>
 Co-operate with other staff to ensure a sharing and effective usage of resources to the benefit of the academy, and pupils.
 </li>
 <li>
 Contribute to the corporate life of the academy through effective participation in meetings and management systems necessary to coordinate the leadership and management of the academy;
 </li>
 <li>
 Take part in marketing and liaison activities such as Open Evenings, Parents Evenings, Review days and events with partner academies;
 </li>
 <li>
 Take responsibility for own professional development and duties in relation to academy policies and practices;
 </li>
 <li>
 Participate in Performance Management arrangements of SEN teachers, LSAs and HLTAs
 </li>
 <li>
 Participate in meetings arrange for any of the purposes described above.
 </li>
 <li>
 Any other duties assigned by the Principal
 
 
 
 </li>
 </ul>
 
 Qualifications
 
 
 
 
 Minimum Qualifications
 
 
 
 <ul>
 <li>
 Bachelor Degree in Special Education or Bachelor's degree in Equivalent Field with PGCE or other teacher qualification.
 </li>
 <li>
 SEN Qualification (Masters level or external certification on an aspect of SEN). PGCE or equivalent teaching qualification
 
 
 
 </li>
 </ul>
 
 Minimum Experience
 
 
 
 <ul>
 <li>
 Experience of a British Curriculum would be advantageous.
 </li>
 <li>
 6 years of experience in SEN.
 </li>
 <li>
 Previous experience in leading SEN / Learning Support in a Primary/Secondary school.
 </li>
 <li>
 Previous experience working with students whom English is not their first language.
 
 
 
 </li>
 </ul>
 
 Job Specific Knowledge &amp; Skills
 
 
 
 <ul>
 <li>
 Inter-personal/communication skills
 </li>
 <li>
 Organisation skills
 </li>
 <li>
 Consistently graded very good/outstanding for teaching and learning
 </li>
 <li>
 Commitment to school's vision and IB Philosophy and Mission Statement
 </li>
 <li>
 Passion for education, teaching, and a belief in the potential of every student
 </li>
 <li>
 Commitment to own CPD
 </li>
 <li>
 Ability to work under pressure, problem solve,
 </li>
 <li>
 Deal with challenging situations and be resilient
 </li>
 <li>
 To be able to maintain confidentiality.
 </li>
 <li>
 Cultural sensitivity to the needs of our community.
 </li>
 <li>
 An efficient and effective communicator
 </li>
 </ul>
</div>

Head - Inclusion (Yas American Academy)- AY2026/27

<div>Yas American Academy opened in September 2016 providing high quality education to the Emirate. The children are taught the Massachusetts Common Core Curriculum - tailored to be meaningful to children attending the school, alongside the local curriculum of Arabic, Islamic Studies and Social Studies. Facilities at the school are excellent and include a large astro-turf field, two swimming pools, well stocked library, a large multi-purpose sports hall, an auditorium and outdoor play areas.
We provide a warm, friendly and supportive environment where students enjoy learning and achieving in an atmosphere of mutual respect and trust.
The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region</div>
 <div>Minimum Qualifications
<ul><li>Bachelor Degree in Special Education or Bachelor's degree in Equivalent Field with PGCE or other teacher qualification.
</li><li>SEN Qualification (Masters level or external certification on an aspect of SEN). PGCE or equivalent teaching qualification
</li></ul>Minimum Experience
<ul><li>Experience of a British Curriculum would be advantageous.
</li><li>6 years of experience in SEN.
</li><li>Previous experience in leading SEN / Learning Support in a Primary/Secondary school.
</li><li>Previous experience working with students whom English is not their first language.
</li></ul>Job Specific Knowledge &amp; Skills
<ul><li>Inter-personal/communication skills
</li><li>Organisation skills
</li><li>Consistently graded very good/outstanding for teaching and learning
</li><li>Commitment to school's vision and IB Philosophy and Mission Statement
</li><li>Passion for education, teaching, and a belief in the potential of every student
</li><li>Commitment to own CPD
</li><li>Ability to work under pressure, problem solve,
</li><li>Deal with challenging situations and be resilient
</li><li>To be able to maintain confidentiality.
</li><li>Cultural sensitivity to the needs of our community.
</li><li>An efficient and effective communicator</li></ul></div>
 <div><ul><li>Assist academy in achieving its overall vision and strategic intentions and to contribute to the achievement of relevant targets as set out in the academy's improvement plan and self-evaluation form
</li><li>Comply with regulations pertaining to health and safety at work legislation and adhere to academy policies relating to safe working practice and equal opportunities regulations
</li><li>Comply with the academy's Performance Management Policy ensuring challenging annual targets are set and to fulfil the role of performance management reviewer if directed to do so by the Principal
</li><li>Engage in annual training linked to child protection, safeguarding and health and safety together with all training.deemed appropriate for the purpose of academy improvement or performance management.
</li><li>Comply with the academy's staff dress code at all times including the wearing of photo ID / lanyard.
</li><li>Comply with the academy's computer Acceptable Use Policy (AUP) at all times.
</li><li>Plan and deliver interventions, across the whole academy.
</li><li>Coordinate in class support for targeted children.
</li><li>Writing and reviewing of IEPs.
</li><li>Implementation of targets.
</li><li>Liaising with teachers and advising.
</li><li>Management of HLTAs, LSAs, SEN teachers and Inclusion Assistants.
</li><li>Responsible for the development of timetables.
</li><li>Regular analysis of data, that will then inform planning and provision.
</li><li>Classroom observation of children and appropriate strategies then disseminated to class/subject teachers.
</li><li>Regular updating of Edukey.
</li><li>Delivering of training to staff.
</li><li>Arrange meetings with parents to support POD children.
</li><li>Work closely with external agencies to support parents of and students with POD.
</li><li>Attending line managements with the Assistant Principal, where key information about students is shared and discussed.
</li><li>Attend Aldar Head of Inclusion meetings.
</li><li>Liaise with the Head of Inclusions across Aldar.
</li><li>Coordination of access arrangements for IGCSE, GCSE, and IB.
</li><li>Maintain efficient and effective control of the Department's resources budget
</li><li>Ensure a safe working and learning environment in which risks are properly assessed and Health and Safety regulations are observed at all times
</li><li>Contribute to the CAS Programme.
</li><li>Undertake duties as part of the staff duty team
</li><li>Cover for absent colleagues and invigilate examinations as required.
</li><li>Provide guidance and advice to pupils on educational and social matters
</li><li>Have a working knowledge of teachers' professional duties and legal liabilities;
</li><li>Operate at all times within the stated policies and practices of the Academy
</li><li>Offer targeted support in both the primary and secondary phases after school (two after school sessions a week) Complete administrative and organizational tasks related to the duties of a class teacher
</li><li>Be prepared to supervise pupils before and after academy and during lunch breaks
</li><li>Have good subject knowledge in both the primary and secondary curriculum in order to enable effective teaching;
</li><li>Establish effective working relationships and set an outstanding example through their presentation and personal and professional conduct;
</li><li>Endeavour to give every child the opportunity to reach their potential and meet high expectations;
</li><li>Co-operate with other staff to ensure a sharing and effective usage of resources to the benefit of the academy, and pupils.
</li><li>Contribute to the corporate life of the academy through effective participation in meetings and management systems necessary to coordinate the leadership and management of the academy;
</li><li>Take part in marketing and liaison activities such as Open Evenings, Parents Evenings, Review days and events with partner academies;
</li><li>Take responsibility for own professional development and duties in relation to academy policies and practices;
</li><li>Participate in Performance Management arrangements of SEN teachers, LSAs and HLTAs
</li><li>Participate in meetings arrange for any of the purposes described above.
</li><li>Any other duties assigned by the Principal</li></ul></div>

<div>Aldar Education are currently seeking a Head of Inclusion (Academic Year 2026/2027) for Al Shohub Private School to support our growing family of owned and operated schools in the UAE.
Al Shohub Private School is a British curriculum, part of Aldar Schools, offering mixed gender primary school located in a purpose-built educational facility, at Khalifa City A, Abu Dhabi. Al Shohub Private School was founded in 1999 by Her Highness Sheikha Shaikha Bint Saif Al Nahyan to provide exceptional education in Abu Dhabi. The large majority of our students are Emiratis. Our school is deeply rooted in the values of the Emirati community, driven by the aspirations of parents, and guided by the requirements of our regulatory body, ADEK.
This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group. The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.</div>
 <div>Minimum Qualifications
<ul><li>A qualified teacher
</li><li>SEN Qualification (Master&rsquo;s level or external certification on an aspect of SEN)
</li></ul>Minimum Experience
<ul><li>Minimum of 5 years&rsquo; experience in the field of SEN
</li><li>Previous experience in leading SEN / Learning Support in a primary/secondary school
</li></ul>Job Specific Knowledge &amp; Skills
<ul><li>Experience in maintaining accurate and meaningful SEN registers and developing high quality IEPs and intervention plans.
</li><li>Capacity to identify a range of need types and/or development delays
</li><li>Experience in administering standardized assessments to inform provision
</li><li>Delivered a range of specific intervention programmes and be confident in the measures needed to prove effectiveness.
</li><li>Proven capacity to utilize data to monitor and track SoD progress and attainment.
</li></ul><div>This job description is not all inclusive. Aldar Education reserves the right to amend this job description at any time. We are an equal opportunity employer, committed to a diverse and inclusive work environment. We are also mindful of our national development strategy and encourage UAE Nationals in their application at our company.
</div>Aldar Education is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. Offers of appointment are subject to satisfactory references and police clearance</div>
 <div>Main Duties
<ul><li>Encourage and promote inclusion across the school at all levels
</li><li>Be an exemplary classroom teacher, supporting and guiding staff on SEN and inclusion to promote high standards of educational achievement
</li><li>Line manage staff employed to support children with special needs
</li><li>Maintain accurate records, IEPs and coordinate care plans
</li><li>Review whole school assessment data and conduct assessment to identify priority areas and/or pupils for targeted intervention
</li><li>Provide training within and beyond our school to colleagues and families
</li><li>Provide full induction and training for the school Inclusion team and Inclusion assistants.
</li><li>Undertake co teaching to support class/subject teacher with the delivery of differentiated lessons
</li><li>Participate in the admissions, evaluations, assessments and subsequent transitions of SoD.</li></ul></div>

Head - Inclusion (Academic Year 2026/2027) Al Shohub British School

<div>Aldar Education is currently seeking a Key Stage 1 Phase Level Lead for Mamoura British Academy in Abu Dhabi commencing in the academic year 2026-2027. This is an out of class Primary Leadership Team role where the successful candidate will be responsible for a phase within the school alongside some whole school responsibilities to drive school improvement and raise standards.
Mamoura British Academy is a British curriculum school with a Lower, Middle and Senior School model located in a state of the art building in the heart of Abu Dhabi. We strive for excellence in all that we do through our high expectations and commitment to ensuring that we provide high quality learning opportunities for our students. Our vision is to create &lsquo;A sustainable and innovative learning community, where we nurture our learners through our bespoke Mamoura British Academy DNA&rsquo;.
This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group.
The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.</div>
 <div>Minimum Qualification
<ul><li>A Bachelor degree in Education or a Bachelor of Arts with PGCE or equivalent teaching qualification
</li></ul>Minimum Experience
<ul><li>Minimum of 3 years teaching experience in the English National Curriculum.
</li></ul><ul><li>Leadership experience desirable.
</li></ul>Job Specific Knowledge &amp; Skills
 <ul><li>Experience of leading a team and driving school change is essential
</li></ul><ul><li>Strong inter-personal skills
</li></ul><ul><li>Ability to work under pressure, problem-solve, deal with challenging situations and be resilient</li></ul></div>
 <div>Qualities and Attributes:
<ul><li>A hardworking, dedicated, and resilient leader with a genuine passion for early years provision and school improvement.
</li></ul><ul><li>A supportive and approachable team player who fosters collaboration and motivates others to achieve shared goals.
</li></ul><ul><li>An excellent communicator, able to build trust and work effectively with pupils, staff, parents, and the wider school community.
</li></ul><ul><li>A strong commitment to developing positive relationships and ensuring the wellbeing and success of every child.
</li></ul><ul><li>A forward-thinking practitioner who strives for excellence, driving progress and innovation within their phase and across the school.
 </li></ul>Main Responsibilities:
<ul><li>Lead the phase team in contributing to the vision and strategic direction of the school, ensuring alignment with the school&rsquo;s Key Drivers, School Development Plan and USPs.
</li></ul><ul><li>Drive and lead initiatives that secure continuous school improvement, creating innovative and effective approaches that raise standards across the phase.
</li></ul><ul><li>Establish and communicate a clear, ambitious vision for the phase that promotes innovative learning experiences and consistently high-quality outcomes.
</li></ul><ul><li>Lead the MER (Monitoring, Evaluation, and Review) process across the phase, ensuring rigorous quality assurance of teaching, learning, and standards.
</li></ul><ul><li>Inspire the team to design and deliver learning opportunities that are innovative, purposeful, challenging, and responsive to the needs of all learners.
</li></ul><ul><li>Ensure pastoral care and wellbeing systems are consistently and effectively implemented, fostering a culture of care and respect within the phase.
</li></ul><ul><li>Line manage and support Heads of Year, providing clear direction, accountability, and professional growth opportunities.
</li></ul><ul><li>Lead the process of data collection, analysis, and interpretation, guiding the team to identify patterns, address gaps, and plan effective interventions.
</li></ul><ul><li>Ensure the delivery of high-quality interventions across the phase that support and challenge all groups of students to achieve their potential.
</li></ul><ul><li>Promote dynamic, creative and purposeful learning environments in line with the school&rsquo;s USP.
</li></ul><ul><li>Lead the development and promotion of industry partnerships that enhance learning experiences and align with the school&rsquo;s vision.
</li></ul><ul><li>Take an active leadership role in supporting the retention and enrolment strategy, with a particular focus on Foundation Stage provision.
</li></ul><ul><li>Drive the professional development of staff within the phase by leading high-impact PD sessions, coaching, team teaching, and sharing best practice (including ECTs).
</li></ul>Leadership Qualities &amp; Expectations:
<ul><li>A confident and inspirational leader who sets and models the highest expectations for staff and students.
</li></ul><ul><li>Able to hold their team to account with fairness and clarity, ensuring consistency and high standards across the phase.
</li></ul><ul><li>Committed to nurturing talent, supporting professional growth, and encouraging career development within their team
</li></ul><ul><li>A reflective and strategic thinker who drives continuous improvement and innovation in teaching and learning.
</li></ul><ul><li>Dedicated to maintaining and raising standards as we work collectively towards achieving and sustaining Outstanding provision.</li></ul></div>

Phase Level Lead (PLL) - Mamoura British Academy (AY 2026/2027)

<div>
 
 Job Description
 
 
 
 Aldar Education are currently seeking an outstanding Deputy Head of Mathematics for Yasmina British Academy in Abu Dhabi commencing next academic year 2026-2027.
 
 
 Yasmina British Academy is an outstanding English Curriculum school in the beautiful city of Abu Dhabi. With our globally recognised and admired curriculum, dedicated and passionate practitioners and outstanding teaching and learning, Yasmina British Academy is an exceptional place to work. It has an exciting, diverse and progressive learning community that annually produces some of the very best I/GCSE and A Level result in the UAE. Our learning culture is under pinned by our core values of excellence, respect, passion, collaboration and creativity allowing all students to thrive. Furthermore, the Academy is extremely proud of its recent ADEK inspection, which rated Yasmina British Academy as &lsquo;Outstanding&rsquo; in all six performance standards, putting it amongst the top schools in the UAE and Middle East.
 
 
 Yasmina British Academy has recently moved to a new multi-building campus incorporating state of the art facilities that has enabled our teachers and students to flourish, fostering a future focused educational experience while also delivering on our environmental commitments to supply sustainable schools to the UAE.
 
 
 This incredible facility is more than just a school, acting as a social, sporting and performance hub for both the local and international communities of the city. The new campus enables us to add even more value to our currently outstanding educational provision, whilst utilising the reputation of Aldar Academies&rsquo; brand to positively impact the lives of our learning community in the UAE.
 
 
 The successful candidates will be closely aligned with our core values and ethos and possess a genuine understanding and appreciation of the values of the region.
 
 
 
 Responsibilities
 
 
 
 
 RESPONSIBILITIES
 
 
 
 
 Main Duties
 
 
 
 <ul>
 <li>
 Lead curriculum development and resourcing for a Key Stage.
 </li>
 <li>
 Review and adapt schemes of work in line with evolving pedagogy and curriculum demands.
 </li>
 <li>
 Support the Head of Department in improving teaching, learning, and assessment outcomes.
 </li>
 <li>
 Ensure students are effectively prepared for examinations and assessments.
 </li>
 <li>
 Identify staffing and resource needs and manage teaching resources efficiently.
 </li>
 <li>
 Keep the department informed of relevant curriculum developments.
 </li>
 <li>
 Organise enrichment activities and events to enhance student engagement.
 </li>
 <li>
 Ensure consistent departmental practices, including assessment and assignment setting.
 </li>
 <li>
 Contribute to staff recruitment, performance management, and professional development, including induction.
 </li>
 <li>
 Monitor teaching standards through lesson observations and departmental reviews.
 </li>
 <li>
 Support, guide, and motivate team members, maintaining effective communication across the department.
 </li>
 <li>
 Track student progress, identify underachievement, and implement targeted interventions.
 </li>
 <li>
 Maintain a positive and effective learning environment.
 </li>
 <li>
 Represent the department in cross-curricular initiatives.
 </li>
 <li>
 Deputise for the Head of Department when required and undertake additional agreed responsibilities.
 
 
 
 </li>
 </ul>
 
 Strategic Direction &amp; Development
 
 
 
 <ul>
 <li>
 Develop and implement policies that secure high-quality outcomes across all key stages.
 </li>
 <li>
 Monitor teaching, learning, and departmental practices, evaluating impact on student progress and identifying areas for improvement.
 </li>
 <li>
 Promote a positive ethos, high achievement, and staff commitment to shared goals.
 </li>
 <li>
 Contribute to a coherent department development plan aligned with whole-school priorities.
 
 
 
 </li>
 </ul>
 
 Learning &amp; Teaching
 
 
 
 <ul>
 <li>
 Track student progress using data, observations, work reviews, and stakeholder feedback.
 </li>
 <li>
 Identify staff development needs through performance management and ensure appropriate support.
 </li>
 <li>
 Implement strategies, including emerging technologies, to enhance teaching and learning.
 </li>
 <li>
 Model outstanding classroom practice and engage external expertise where beneficial.
 
 
 
 </li>
 </ul>
 
 Leadership &amp; Staff Management
 
 
 
 <ul>
 <li>
 Set clear expectations and build effective professional relationships.
 </li>
 <li>
 Delegate responsibilities appropriately and support staff development.
 </li>
 <li>
 Lead performance management processes to improve effectiveness.
 </li>
 <li>
 Foster a collaborative, high-performing team culture.
 
 
 
 </li>
 </ul>
 
 Resources &amp; Operations
 
 
 
 <ul>
 <li>
 Support effective recruitment, deployment, and organisation of staff and resources.
 </li>
 <li>
 Maintain a safe, well-managed, and stimulating learning environment.
 </li>
 <li>
 Ensure efficient use of resources and value for money within the department.
 
 
 
 </li>
 </ul>
 
 Coordination of an Agreed Upon Keystage
 
 
 
 <ul>
 <li>
 In collaboration with the Head of Department lead the delegation of management tasks within a specified keystage such as:
 </li>
 <li>
 Ensuring commonality on assessments and homeworks
 </li>
 <li>
 Overseeing set changes
 </li>
 <li>
 Updating schemes of learning
 
 
 
 </li>
 </ul>
 
 Qualifications
 
 
 
 
 Minimum Qualifications
 
 
 
 <ul>
 <li>
 BA Degree in Mathematics with Post graduate Certificate in Education
 
 
 
 </li>
 </ul>
 
 Minimum Experience
 
 
 
 <ul>
 <li>
 Minimum of 6 years teaching experience.
 
 
 
 </li>
 </ul>
 
 Job Specific Knowledge &amp; Skills
 
 
 
 <ul>
 <li>
 Previous experience working with students whom Mathematics is not their first language
 </li>
 <li>
 Passion for teaching and commitment to educating the whole child
 </li>
 <li>
 A high level of professionalism and consideration of the well-being of children
 </li>
 <li>
 Recent and consistent involvement in extra-curricular activities
 </li>
 <li>
 Respect for all members of a school community, irrespective of position, gender, age and ethnic background
 </li>
 <li>
 A clean enhanced Disclosure and Barring Services check or police check
 </li>
 </ul>
</div>

Assistant Head - Mathematics - Yasmina British Academy- AY2026/27

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Assistant Head - Mathematics - Yasmina British Academy- AY2026/27