EYFS Phase Leader NAS Abu Dhabi School

NAS Abu Dhabi School is presently accepting applications from suitable candidate for the job role of EYFS Phase Leader. The selected candidate will work closely alongside Primary colleagues to create an outstanding environment which will ensure their school offers the very best international experience for students, delivering learning opportunities inside and outside the classroom to an outstanding level for their students. Outside of the classroom, the role of a founding member of the Primary team requires an empathy and understanding of private education in the overseas market, and a willingness to support the school in marketing, recruiting and retaining the student body as we continue to grow.

Responsibilities of EYFS Phase Leader

• Enable exemplary teaching practice across the team and wider school.
• Ensure all learners receive the highest quality of teaching and learning in all lessons.
• Ensure effective use of technology in teaching so that learning is enhanced, and students have better chances to make connections, receive timely feedback and learn from, and with each other.
• Secure excellent modelling of processes so that students not only know what excellent looks like but how to go about achieving it.
• Demonstrate and model excellence in teaching and learning for all students in your care.
• Develop all staff members (teachers and support staff) in the performance of their work:
  • Provide clear expectations and guidance.
  • Provide quality assurance and effective feedback.
  • Support and guide them in their journey to excellence.
• Ensure information on student progress is used to improve teaching and learning.
• Ensure students receive effective and appropriate education according to their individual needs and abilities.
• Ensure students meet all targets and secure enjoyment and achievement in learning and learning how to learn.
• Secure the highest standards of academic achievement, well beyond UK and international expectations.

Assessment:

• Student assessment is accurate and student performance information is used effectively and regularly to inform planning and personalize provision.
• Teachers use formative assessment effectively and timely to maximize opportunities for students to celebrate. Grow and learn from and with each other.
• Students know what they are doing well, what to improve and how to improve.
• Information is used to accurately inform parents and students of how well the student is doing and what they need to do improve and how the school and home can work together to achieve this.

Curriculum development:

• Alongside the curriculum team develop, organize and implement the school’s world class curriculum so that it is meaningful, engaging, motivating and inspiring and builds on skills and knowledge year on year.
• Enable a curriculum that reflects a 21st Century model (Real Audience and Purpose, research into current examples, develop own possibilities, test and refine further, evaluate and publish/produce).
• Enhance the use of the Nord Anglia offer (sustainable development goals, Global Campus, MIT, Julliard, DNA) within the curriculum offer.
• Ensure that the learning and teaching form a coordinated, coherent curriculum entitlement for all individuals.
• Develop a wide range of curricular and extra curricular activities that provide opportunities for all to excel.
• Plan opportunities that enable students and staff to contribute to the improvement of their society in Abu Dhabi, in the UAE and internationally.
• Use clear communication channels and links when developing curriculum changes.

Leading and Managing Staff:

• Build an effective, cohesive, high performing team.
• Develop a team vision and ethos in line with the agreed school vision, mission and aims.
• Enable continued development and learning of each member of the team.
• Support professional development and growth through effective use of school tools and resources (e.g. Performance Management, CSI, Professional Learning Mondays, Nord Anglia University, Coaching etc.)
• Model leadership behaviors in how you collaborate and build effective partnerships (inclusion, curriculum team, other school departments, NA partnerships and wider) that enhance the provision of the team.
• Develop a commercial awareness of the organization.
• Make use of leadership tools and approaches (running effective meetings, SWOT analysis, personal profiling, Sigmoid Change curve etc.) to grow leadership potential in your team.
• Communicate effectively within the team and across the school community, securing the commitment of parents in the journey of their child’s learning.
• Enable effective self evaluation of the team (including student voice) with the team so that the team know how well they are doing, what to improve and how to improve.
• Make effective use of other adults in the team, deploying them strategically to enable effective provision for all students.
• Ensure policies and guidelines are lived in the way the team act and behave in their daily role.
• To promote and develop effective communications and links with parents. Provide positive responses to concerns and problems regarding their children’s education.
• Carry out any other duties as reasonably required and directed from the school leadership team.

Wellbeing and Safeguarding:

• Ensure the team understand their roles and responsibilities in keeping children and themselves safe.
• Maintain an ethos in which all individuals feel valued and where everyone feels safe and able to thrive.

Job Requirements of EYFS Phase Leader

• Master’s degree in Early Years education or a related field.
• Minimum 3 year experience in similar role.

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