Assistant Headteacher - Early Years and Pre-Prep

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. 

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. 

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. 

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. 

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. 

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. 

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. 

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. 

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.